Towards an Aristotelian Theory of Care
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Bridging Divides: New Pragmatic Philosophy and Composition Theory
UNLV Retrospective Theses & Dissertations 1-1-2007 Bridging divides: New pragmatic philosophy and composition theory Eric Wallace Leake University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/rtds Repository Citation Leake, Eric Wallace, "Bridging divides: New pragmatic philosophy and composition theory" (2007). UNLV Retrospective Theses & Dissertations. 2124. http://dx.doi.org/10.25669/btlv-wtta This Thesis is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Thesis has been accepted for inclusion in UNLV Retrospective Theses & Dissertations by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. BRIDGING DIVIDES: NEW PRAGMATIC PHILOSOPHY AND COMPOSITION THEORY by Eric Wallace Leake Baehelor of Arts University of Nevada, Las Vegas 2002 A thesis submitted in partial fulfillment of the requirements for the Master of Arts Degree in English Department of English College of Liberal Arts Graduate College University of Nevada, Las Vegas May 2007 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 1443772 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. -
In N. Noddings' Caring : a Feminine Approach to Ethics & Moral Education
Journal of Philosophy and Ethics in Health Care and Medicine, No.6, pp.98-116, August 2012 Scientific Contribution Considering the central ideas of the ethics of care in N. Noddings' Caring : A Feminine Approach to Ethics & Moral Education Kanae ONOTANI (Josai International University, E-mail:[email protected]) Abstract: The purpose of this paper is to examine N. Noddings’ central ideas regarding the ethics of care. Noddings defines the core sense of care as engrossment toward those with whom the caretaker is emotionally attached, and she encourages caregivers to act not according to moral reasoning and principles, but according to personal existential decisions. She also rejects the concept of universalizability of moral values. However, caring in itself is not necessarily morally good. To evaluate the act of caring as morally good or moderate, caregivers must have another frame of reference outside of caring. Therefore, one must employ the notion of universalizability to maintain a frame of reference with which one can then examine the value of caregiving acts. I argue that these incongruences in her theory stem from her rejection of the concept of universalizability of moral values, along with her rejection of principles and rules as the major guides to ethical behavior. Keywords:Nel Noddings, caring, engrossment, universalizability, emotion, rationality Introduction Caring, 1 N. Noddings’ representative work on her theory of care, has captivated many readers in Japan and has been reprinted numerous times. Her books and articles have been introduced in various forms. 2 Noddings’ thinking, which emphasizes subjective sentiment over objective and universal principles, has had a 98 Journal of Philosophy and Ethics in Health Care and Medicine, No.6, pp.98-116, August 2012 significant impact not only in her field (i.e., education), but also on those attempting to bring original values into the field of nursing care. -
The Primary Axiom and the Life-Value Compass-John Mcmurtry
PHILOSOPHY AND WORLD PROBLEMS-Vol . I-The Primary Axiom And The Life-Value Compass-John McMurtry THE PRIMARY AXIOM AND THE LIFE-VALUE COMPASS John McMurtry Department of Philosophy, University of Guelph, Guelph NIG 2W1, Canada Keywords: action, animals, concepts, consciousness, dualism, feeling, fields of value, good and evil, God, identity, image thought, justice, language, life-ground, life-value onto-axiology, life-coherence principle, materialism, mathematics, meaning, measure, mind, phenomenology, primary axiom of value, rationality, reification, religion, truth, ultimate values, universals, value syntax, yoga Contents 6.1. The Primary Axiom of Value 6.2. The Fields of Life Value 6.3. The Unity of the Fields of Life 6.4. The Common Axiological Ground beneath Different Interpretations 6.5. The Thought-Field of Value: From the Infinite within to Impartial Value Standard 6.6. The Life-Value Compass: The Nature and Measure of Thought Value across Domains 6.7. Ecology, Economy and the Good: Re-Grounding in Life Value at the Meta-Level 6.8. Beyond the Ghost in the Machine and Life-Blind Measures of Better 6.9. Thought With No Object: The Ground of Yoga 6.10. Beyond the Polar Fallacies of Religion and Materialism 6.11. Concept Thought: From the Boundless Within to the World of Universals 6.12. Beneath Nominalism and Realism: Reconnecting Concepts to the Life-Ground 6.13. Concepts Construct A Ruling Plane of Life in the Biosphere 6.14. The Tragic Flaw of the Symbol-Ruled Species 6.15. How We Know the Internal Value of Any Thought System 6.16. The Core Disorder of Contemporary Thought: Life-Blind Rationality 6.17. -
Caring Teacher in Developing Empathy in Moral Education
The Malaysian Online Journal of Educational Science Volume 1, Issue 1 Caring Teacher in Developing Empathy in [1] Department of Foundational Education and Humanities, Moral Education Faculty of Education, University of Malaya Ilhavenil Narinasamy [1], Wan Hasmah Wan Mamat [2] Tel: 017-3866711 [email protected] [2] Department of Foundational Education and Humanities, Faculty of Education, University of Malaya [email protected] ABSTRACT In this paper, a case study of an experienced teacher is highlighted illuminating her understanding as a caring agent in the classroom, her caring ways to enhance teacher-student relationships and how she incorporated empathy as a basis of caring in her moral lessons. Methods such as non-participant observations, semi-structured interviews, teacher’s journal and document analysis were adopted in over eight months of this study. The findings highlighted teacher modelling, engaging students and pedagogical content knowledge as central themes in teacher exhibiting care to students. In displaying caring, it also accentuates the approaches the teacher embarked in developing empathy among the culturally diverse students in the classroom. Keywords: Caring, Empathy, Teacher-student relationships INTRODUCTION Do teachers educate students to excel academically or do they educate them on values? This question has put many teachers in a dilemma as in recent times, curriculum standardization, high-stakes testing and emphasis on economically demanding subjects like mathematics and science (Zhao, 2010) has sidelined values needed to balance out the material world. In this era of globalization, challenges to education are on the rise and teachers face tough situations. While it is the responsibility of teachers to cultivate global competence among students (Wang et al., 2011), it is also necessary for teachers to instill values in the students. -
I-Ii, Question 55, Article 4
Cambridge University Press 978-1-107-16578-6 — Commentary on Thomas Aquinas's Virtue Ethics J. Budziszewski Excerpt More Information i-ii, question 55, article 4 Whether Virtue Is Suitably Dei ned? TEXT PARAPHRASE [1] Whether virtue is suitably dei ned? Is the traditional dei nition of virtue i tting? “Virtue is a good quality of the mind that enables us to live in an upright way and cannot be employed badly – one which God brings about in us, with- out us.” St. Thomas respectfully begins with this widely accepted dei nition because it would be arrogant to dismiss the result of generations of inquiry without examination. The ultimate source of the view which it encapsulates is St. Augustine of Hippo, but Augustine did not use precisely this wording. His more diffuse remarks had been condensed into a formula by Peter Lombard, 2 and the formula was then further sharpened by the Lombard’s disciples. Although St. Thomas begins with the tradition, he does not rest with it – he goes on to consider whether the received dei nition is actually correct. The i rst two Objections protest calling virtue a good quality. The third protests calling it a quality of the mind . The fourth objects to the phrase that it enables us to live rightly and the i fth to the phrase that it cannot be employed badly . Finally, the sixth protests the statement that God brings it about in us, without us . Although, in the end, St. Thomas accepts the dei nition, he does not accept it quite in the sense in which some of his predecessors did. -
7 Aristotle on Greatness of Soul
7 Aristotle on Greatness of Soul Roger Crisp n the recent revival of interest in Aristotelian ethics, relatively little attention has been paid to the virtue of greatness of soul (megalopsuchia). This is partly Ibecause of the focus on the more structurally central concepts of Aristotle’s theory, in particular happiness (eudaimonia) and virtue (aret¯e). But in fact a study of greatness of soul can reveal important insights into the overall shape of Aristotelian ethics, including the place of external goods and luck in the virtuous life, and the significance of “the noble” (to kalon). Further, Aristotle describes the great-souled person in more detail than any other, and calls greatness of soul a “sort of crown of the virtues” (NE IV.3.1124a1–2). Many have found aspects of the portrait of the great-souled person in the Nicomachean Ethics repellent or absurd, but that is no good reason for the student of Aristotle to shy away from it. In this chapter, I shall elucidate Aristotle’s account of greatness of soul, addressing some puzzles internal to that account and bringing out its place in, and implications for, the ethics of Aristotle and of those modern writers influenced by him. Greatness of Soul as a Virtue To understand greatness of soul as an Aristotelian virtue requires first understand- ing Aristotle’s conception of virtue itself. Aristotle distinguishes virtues into two classes – intellectual virtues and virtues of character – corresponding to distinct aspects of the human soul (NE I.13). Greatness of soul is a virtue of character, though, like all such virtues, it requires its possessor to have the intellectual virtue of practical wisdom (phron¯esis; NE VI.13). -
Espinalt's Concept of Human WILL and Character and Its
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Revistes Catalanes amb Accés Obert 6 espinaLt’s coNcePt oF humaN Will aNd chaRacteR aNd Its coNsequeNces FoR 1 moRaL educatIoN Carme Giménez-Camins & Josep Gallifa abstract: This article deals with the human will and the individual character and their relevance in the moral sphere. After introducing the conative domain, it argues for the need to have a psychological and educational model of human character. The paper presents Espinalt’s (1920-1993) concepts of will and character and their consequences for education. After having explored human will and understanding the causes for the relative lack of consideration of will by modern psychology, a definition of character is presented as a result of exercising human will. Three different dimensions of character are considered: One more connected with instincts, another with culture, and the most distinctive of individual self-engraving. The third dimension leads to different considerations of education that are briefly explained. The Espinaltian vision is contrasted with other contemporary visions of human will and character. The social and historical forces with an influence on the education of the character are also considered. Finally the paper argues for the centrality of these approaches for a moral education which is based on Aristotelian views. Keywords: Espinalt, Human Will, Moral education, Aristotle, character 1 This paper was received on January 31, 2011 and was approved on March 27, 2011 122 RamoN LLuLL JouRNaL oF aPPLIed ethIcs 2011. Issue 2 INtRoductIoN the neoclassical model of the human psyche Traditionally the human psyche has been divided into three components: Cognition, affect and conation (Hilgard, 1980; Tallon, 1997). -
Rosalind Hursthouse, on Virtue Ethics. Oxford: Oxford University Press, 1999
Rosalind Hursthouse, On Virtue Ethics. Oxford: Oxford University Press, 1999. Pp. x, 275. Reviewed by Gilbert Harman, Department of Philosophy, Princeton Univer- sity Virtue ethics is atype of ethicaltheory in which the notion of virtue or good character plays a central role. This splendid new book describes a “program” for the development of a particular (“Aristotelian”) form of virtue ethics. The book is intended to be used as a textbook, but should be read by anyone interested in moral philosophy. Hursthouse has been a major contributor to the development of virtue ethics and the program she describes, while making use of the many contributions of others, is very much her program, with numerous new ideas and insights. The book has three parts. The first dispels common misunderstandings and explains how virtue ethics applies to complex moral issues. The sec- ond discusses moral motivation, especially the motivation involved in doing something because it is right. The third explains how questions about the objectivity of ethics are to be approached within virtue ethics. Structure Hursthouse’s virtue ethics takes as central the conception of a human be- ing who possesses all ethical virtues of character and no vices or defects of character—”human being” rather than “person” because the relevant char- acter traits are “natural” to the species. To a first approximation, virtue ethics says that a right action is an action among those available that a perfectly virtuous human being would charac- teristically do under the circumstances. This is only a first approximation because of complications required in order accurately to describe certain moral dilemmas. -
2016-07 SMV-Project-Enewsletter
SMV Project e-Newsletter 06 (July 2016) View this email in your browser SELF, MOTIVATION & VIRTUE PROJECT NEWS IN THIS ISSUE LEAD ARTICLE: Turning Points: Finding Experiential Forks in the Path to Wisdom and Virtues, by Howard Nusbaum, Ph.D. SPOTLIGHT: 2016 Self, Motivation & Virtue Conference MEET OUR RESEARCHERS: Featuring Dr. Warren Herold and Dr. Walter Sowden RECENT PUBLICATIONS & NEWS SMV LEADERSHIP TEAM ~ RECENT PUBS & PRESENTATIONS TURNING POINTS: FINDING EXPERIENTIAL FORKS IN THE PATH TO WISDOM AND VIRTUES By Howard Nusbaum, Ph.D. Dr. Nusbaum is the Director of the Chicago Center for Practical Wisdom, Professor in the Department of Psychology at the University of Chicago and a member of the Committee on Computational Neuroscience. He is also a Fellow of the Association for Psychological Science and the Psychonomic Society and has served as Associate Editor for the journal Brain and Language and the journal PLoS One, as well as serving on the editorial board of Heliyon. People often believe that, by adulthood, the psychology of the way they think, feel, believe, and act is set in stone–that an adult’s personality cannot really change. In part, this may be why people think that wisdom is something unattainable because they think you are either wise or you are not. Wisdom is not just what you know but the way in which you use what you know. However, research at the Chicago Center for Practical Wisdom (wisdomcenter.uchicago.edu) has focused on studying wisdom in the context of Aristotelian phronesis or practical wisdom: When faced with certain situations, is it possible to make a wiser decision, a decision that will increase human flourishing? If so, what can help someone make a wiser decision? Sir John Templeton said that wisdom cannot be taught. -
The Pennsylvania State University the Graduate School College of The
The Pennsylvania State University The Graduate School College of the Liberal Arts EXISTENTIALIST ROOTS OF FEMINIST ETHICS A Dissertation in Philosophy by Deniz Durmus Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2015 The dissertation of Deniz Durmus was reviewed and approved* by the following: Shannon Sullivan Professor of Philosophy Women's Studies, and African American Studies, Department Head, Dissertation Advisor, Co-Chair Committee Sarah Clark Miller Associate Professor of Philosophy, Associate Director of Rock Ethics Institute, Co-Chair Committee John Christman Professor of Philosophy, Women’s Studies Robert Bernasconi Edwin Erle Sparks Professor of Philosophy, African American Studies Christine Clark Evans Professor of French and Francophone Studies, Women’s Studies Amy Allen Liberal Arts Professor of Philosophy, Head of Philosophy Department *Signatures are on file in the Graduate School. ii ABSTRACT My dissertation “Existentialist Roots of Feminist Ethics” is an account of existentialist feminist ethics written from the perspective of ambiguous nature of interconnectedness of human freedoms. It explores existentialist tenets in feminist ethics and care ethics and reclaims existentialism as a resourceful theory in addressing global ethical issues. My dissertation moves beyond the once prevalent paradigm that feminist ethics should be devoid of any traditional ethical theories and it shows that an existential phenomenological ethics can complement feminist ethics in a productive way. The first chapter, introduces and discusses an existentialist notion of freedom based on Simone de Beauvoir and Jean Paul Sartre’s writings. In order to establish that human beings are metaphysically free, I explain notions of in-itself, for-itself, transcendence, immanence, facticity, and bad faith which are the basic notions of an existentialist notion of freedom. -
Rethinking Feminist Ethics
RETHINKING FEMINIST ETHICS The question of whether there can be distinctively female ethics is one of the most important and controversial debates in current gender studies, philosophy and psychology. Rethinking Feminist Ethics: Care, Trust and Empathy marks a bold intervention in these debates by bridging the ground between women theorists disenchanted with aspects of traditional ‘male’ ethics and traditional theorists who insist upon the need for some ethical principles. Daryl Koehn provides one of the first critical overviews of a wide range of alternative female/ feminist/feminine ethics defended by influential theorists such as Carol Gilligan, Annette Baier, Nel Noddings and Diana Meyers. She shows why these ethics in their current form are not defensible and proposes a radically new alternative. In the first section, Koehn identifies the major tenets of ethics of care, trust and empathy. She provides a lucid, searching analysis of why female ethics emphasize a relational, rather than individualistic, self and why they favor a more empathic, less rule-based, approach to human interactions. At the heart of the debate over alternative ethics is the question of whether female ethics of care, trust and empathy constitute a realistic, practical alternative to the rule- based ethics of Immanuel Kant, John Stuart Mill and John Rawls. Koehn concludes that they do not. Female ethics are plagued by many of the same problems they impute to ‘male’ ethics, including a failure to respect other individuals. In particular, female ethics favor the perspective of the caregiver, trustor and empathizer over the viewpoint of those who are on the receiving end of care, trust and empathy. -
Educational Rights and the Roles of Virtues, Perfectionism, and Cultural Progress
The Law of Education: Educational Rights and the Roles of Virtues, Perfectionism, and Cultural Progress R. GEORGE WRIGHT* I. INTRODUCTION ................................................................................... 385 II. EDUCATION: PURPOSES, RECENT OUTCOMES, AND LEGAL MECHANISMS FOR REFORM ................................................................ 391 A. EDUCATIONAL PURPOSES AND RIGHTS LANGUAGE ...................... 391 B. SOME RECENT GROUNDS FOR CONCERN IN FULFILLING EDUCATIONAL PURPOSES ............................................................. 393 C. THE BROAD RANGE OF AVAILABLE TECHNIQUES FOR THE LEGAL REFORM OF EDUCATION ............................................................... 395 III. SOME LINKAGES BETWEEN EDUCATION AND THE BASIC VIRTUES, PERFECTIONISM, AND CULTURAL PROGRESS ..................................... 397 IV. VIRTUES AND THEIR LEGITIMATE PROMOTION THROUGH THE EDUCATIONAL SYSTEM ...................................................................... 401 V. PERFECTIONISM AND ITS LEGITIMATE PROMOTION THROUGH THE EDUCATIONAL SYSTEM ...................................................................... 410 VI. CULTURAL PROGRESS OVER TIME AND ITS LEGITIMATE PROMOTION THROUGH THE EDUCATIONAL SYSTEM .............................................. 417 VII. CONCLUSION: EDUCATION LAW AS RIGHTS-CENTERED AND AS THE PURSUIT OF WORTHY VALUES AND GOALS: THE EXAMPLE OF HORNE V. FLORES ............................................................................................ 431 I. INTRODUCTION The law of education