A Philosophical Investigation of Principlism and the Implications Raised by the Treatment of the Mentally Ill
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JTE-2010-Netzer
Journal of Transformative Education http://jtd.sagepub.com/ Inquiry into Creative and Innovative Processes: An Experiential, Whole-Person Approach to Teaching Creativity Dorit Netzer and Nancy Mangano Rowe Journal of Transformative Education 2010 8: 124 DOI: 10.1177/1541344611406905 The online version of this article can be found at: http://jtd.sagepub.com/content/8/2/124 Published by: http://www.sagepublications.com Additional services and information for Journal of Transformative Education can be found at: Email Alerts: http://jtd.sagepub.com/cgi/alerts Subscriptions: http://jtd.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://jtd.sagepub.com/content/8/2/124.refs.html Downloaded from jtd.sagepub.com at INST OF TRANSPERSONAL PSYCH on June 30, 2011 Journal of Transformative Education 8(2) 124-145 ª The Author(s) 2010 Inquiry into Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/1541344611406905 Creative and http://jted.sagepub.com Innovative Processes: An Experiential, Whole-Person Approach to Teaching Creativity Dorit Netzer1 and Nancy Mangano Rowe1 Abstract This article highlights the transformative nature of an online master’s level course titled, Inquiry into Creative and Innovative Processes. The authors emphasize the importance of whole-person, imaginative, and intuitive experiences in adult stu- dents’ unique, scholarly development. They describe their process of adapting intuitive inquiry,atranspersonalresearchmethod,as a supportive structure for this online course on creativity. A creative and innovative approach to teaching in itself, the course facilitated a flexible learningcontainer,wherestudentswereguided toward integrating their academic learning and personal discovery in embodied and deeply conscious ways. -
Protection of Vulnerable Populations: Research Involving Prisoners Albert J
June 2005 Center for Mental Health Services Research Vol 2, Issue 6 University of Massachusetts Medical School Issue Brief Protection of Vulnerable Populations: Research Involving Prisoners Albert J. Grudzinskas, Jr., JD and Jonathan C. Clayfield, MA, LMHC he attitude that, “it is not cruel to inflict The Belmont Report identified three basic on a few criminals, sufferings which ethical principles critical to any research conducted may benefit multitudes of innocent with human subjects and, in particular, prisoners: T respect for persons, beneficence and justice. people through all centuries,” has prevailed in the area of research involving prisoners Respect for persons holds that each individual is through history.1 The very nature of incarceration autonomous and should be treated as free to make – controlled diet and living conditions, subject his or her own choices. The nature of prison, availability, etc. – make prisoners an attractive however, leads to restrictions on autonomy. For example, while paying subjects to participate population to study. There are, however, special in research is considered ethically acceptable, considerations when prisoners participate in prisoners may be unduly influenced or enticed research that must be addressed to ensure their by the monetary gain of participation given that protection as human subjects. This brief will prisoners typically earn far less for other “work” explore some of the issues critical to working activities. Careful consideration should be given with prisoners in research, will discuss the to an individual’s ability to make autonomous standards of informed consent and competency, decisions in light of the possible coercion inherent in a specific environment or setting. -
Barriers to Creativity in Engineering Education: a Study of Instructors and Students Perceptions
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/245366675 Barriers to Creativity in Engineering Education: A Study of Instructors and Students Perceptions Article in Journal of Mechanical Design · July 2007 DOI: 10.1115/1.2739569 CITATIONS READS 158 2,294 2 authors, including: Kazem Kazerounian University of Connecticut 69 PUBLICATIONS 938 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: Systematic Design and Analysis of Artificial Molecular Machines View project All content following this page was uploaded by Kazem Kazerounian on 21 September 2015. The user has requested enhancement of the downloaded file. Barriers to Creativity in Engineering Education: A Study of Instructors and Students Kazem Kazerounian Professor Fellow ASME Perceptions Stephany Foley This paper studies “creativity” in engineering education, by examining the perception of NSF Graduate Fellow instructors and students. We aim to identify factors that impede a creative environment (creativity blockers). The study entails a review of established research in the fields of Department of Mechanical Engineering, psychology and educational psychology to identify factors which create an educational University of Connecticut, environment conducive to creativity. These factors are formalized in the Ten Maxims of Storrs, CT 06269-3139 Creativity in Education, a set of criteria that constitute an educational environment conducive to fostering creativity in students. These maxims form the basis for our work in examining the contemporary engineering education. Extensive surveys are designed, cre- ated, distributed, and statistically quantified to study the perceptions of engineering edu- cators and students, in comparison to nonengineering educators and students. -
Dance Into the Unknown. a Heuristic Inquiry
Dance into the unknown. A heuristic inquiry. Jane Christophers A dissertation submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Psychotherapy Department of Psychotherapy Auckland University of Technology Supervisor: Dr Margot Solomon 2019 i Table of Contents Table of Contents ............................................................................................................... i List of Figures .................................................................................................................. iii Attestation of authorship .................................................................................................. iv Acknowledgements ........................................................................................................... v Abstract ............................................................................................................................ vi Chapter One: Introduction................................................................................................. 1 Dancing in the bush .................................................................................................................. 1 Salire – To leap ......................................................................................................................... 2 Dance and movement ................................................................................................................ 2 5Rhythms dance – Inviting spirit ............................................................................................. -
Understanding Ethical Reasoning in Design Through the Lens of Reflexive Principlism
Paper ID #23427 Understanding Ethical Reasoning in Design Through the Lens of Reflexive Principlism Danielle Corple, Purdue University, West Lafayette Danielle Corple is a Ph.D. student in the Brian Lamb School of Communication at Purdue University. She studies organizational communication as well as qualitative and computational research methods. Her specific research interests are gender, organizing, and ethics in online and offline contexts. Mr. David H. Torres, Purdue University, West Lafayette David is a fourth year doctoral candidate in the Brian Lamb School of Communication at Purdue Uni- versity pursuing a PhD in Organizational Communication with a minor in data analysis and research methodology. His research interests reside at the intersection of organizational communication, identity, design, and organizational ethics. Dr. Carla B. Zoltowski, Purdue University, West Lafayette Carla B. Zoltowski is an assistant professor of engineering practice in the Schools of Electrical and Com- puter Engineering and (by courtesy) Engineering Education at Purdue University. She holds a B.S.E.E., M.S.E.E., and Ph.D. in Engineering Education, all from Purdue. Prior to this she was Co-Director of the EPICS Program at Purdue where she was responsible for developing curriculum and assessment tools and overseeing the research efforts within EPICS. Her academic and research interests include the profes- sional formation of engineers, diversity and inclusion in engineering, human-centered design, engineering ethics, leadership, service-learning, and accessibility and assistive-technology. Katharine E. Miller Katharine E. Miller is a second-year doctoral student studying Organizational Communication and Public Relations at Purdue University, with minors in corporate social responsibility and research methods. -
Public Health Principlism Craig M
Online Journal of Health Ethics Volume 4 | Issue 1 Article 4 Public Health Principlism Craig M. Klugman Ph.D. Department of Health Ecology/MS 274; Nevada Center for Ethics and Health Policy Follow this and additional works at: http://aquila.usm.edu/ojhe Recommended Citation Klugman, C. M. (2007). Public Health Principlism. Online Journal of Health Ethics, 4(1). http://dx.doi.org/10.18785/ojhe.0401.04 This Article is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Online Journal of Health Ethics by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. Running head: PUBLIC HEALTH 1 Public Health Principlism Craig M. Klugman, Ph.D. Assistant Professor Department of Health Ecology/MS 274 Nevada Center for Ethics and Health Policy Reno, Nevada 89557-0036 Abstract Public health ethics has grown out of the medical ethics movement and has remained in individualistic biomedical models. However, as public health is a different enterprise than medicine dealing with communities rather than individuals. The author develops public health principlism based on the idea of common citizenship in the community. When the four principles of public health ethics—solidarity, efficacy, integrity, and dignity—are in balance, a state of justice exists. The goal is to have programs that are the least destructive to communities and the least restrictive to people. These principles provide guidance in ethical reasoning when analyzing programs and interventions such as mandatory helmet laws, water fluoridation, and smallpox vaccination to improve the aggregate health of a community. -
A Conscience Sensitive Approach to Teaching Caring Attitude
A CONSCIENCE SENSITIVE APPROACH TO ETHICS AND TEACHING CARING ATTITUDES IN MEDICAL EDUCATION MARGARET GAFFNEY MD CLINICAL ASSOCIATE PROFESSOR INDIANA UNIVERSITY SCHOOL OF MEDICINE Conscience Centered Medical Ethics • Augments and expands upon the principles and theories • Identifies 5 domains of conscience • Bedrock value for each domain • Principles do not take into account moral connections or moral emotions • Conscience language allows the actor to locate self directly in the action or question • Helps address medical mistakes, reparation, forgiveness, and healing of self and others • Takes account of the moral relationships between patients and families, patients and providers, and providers with each other. CONSCIENCE PROJECT Conscience Programs Conscience Research Conscience Teaching Conscience Sensitive Treatment CONSCIENCE THEORY Conscience Theory Stages Domains Intrinsic Values • invariant hierarchical stages • interdependent developmental domains • intrinsic values CONSCIENCE STAGES STAGE I EXTERNALIZED CONSCIENCE Age 6 and Under STAGE II BRAIN OR HEART CONSCIENCE AGES 7 -11 BRAIN CONSCIENCE Age 11 HEART CONSCIENCE Ages 12-13 STAGE III: PERSONIFIED CONSCIENCE Age 10 PERSONIFIED CONSCIENCE #2 Age 12 STAGE IV CONFUSED CONSCIENCE Ages 14-15 CONFUSED CONSCIENCE #2 Age 15 CONFUSED CONSCIENCE #3 Age 15 STAGE V INTEGRATED CONSCIENCE #2 Age 17 CONSCIENCE DOMAINS Domains and Values • Conceptualization: meaning • Attachment: connectedness • Emotional responsiveness: balance • Valuation: worth • Volition: freedom CONCEPTUALIZATION OF CONSCIENCE -
Code Gray.Pub
Written by Christine Mitchell, RN, FAAN and Ben Achtenberg with a historical commentary by Susan Reverby, PhD and assistance from Joan Sawyer and Karen Wolf, RN, MS Contents INTRODUCTION ....................................................................................... 3 Background ............................................................................................3 Synopsis of the Film ..............................................................................3 Suggested Uses .......................................................................................4 Scheduling ..............................................................................................4 FILM AS A TOOL FOR DISCUSSION .......................................................4 WHAT IS NURSING ETHICS? ...................................................................5 GLOSSARY ...................................................................................................5 SOME GENERAL DISCUSSION QUESTIONS ........................................6 CASE 1: BENEFICENCE ............................................................................7 Description of the Case .........................................................................7 The Principle: Beneficence ...................................................................7 Questions for Discussion ......................................................................8 CASE 2: AUTONOMY ................................................................................9 Description -
Holism and Compositionality
Holism and Compositionality Francis Jeffry Pelletier 1 Introduction A brief acquaintance with the web shows that the terms ‘holism’1 and ‘compositionality’ are used in many different fields, both academic and non-academic. And given any two academic fields, it is usually not obvious that the terms mean the same to the practitioners. Even just within philosophy and linguistics it seems that rather different conceptions are in play when we read any two different authors. We start, therefore, with a brief survey of some of the senses in which these terms are used. A little later we will make some more careful remarks about the notions. 1.1 Two Kinds of Compositionality A recent interdisciplinary conference revealed that there are (at least) two different things that are thought of when the issue of compositionality is considered. One concerns a (generalized) notion of “what is a complex item (of my theory) made of?” Here are a few places where this notion arose: Prototypes: Current prototype theory says that a prototype is a structure that has a number of attribute-value pairs. A question of interest in this area is: Given that prototype-1 has a structure [A: value-a; B: value-b; . ] and that prototype-2 has the structure [C: value-c; D: value-d . ], is the prototype of the “combined prototypes” (that is, the conceptual combination of the two proto- types) made up only from the material in the two component prototypes, that is, from the attribute-value pairs that are in one or the other of the prototypes? 1 ‘Whole’, and presumably also ’hole’, is derived from the Greek . -
A Comparison of Two Bioethical Theories
A Comparison of Two Bioethical Theories A thesis presented to the faculty of the College of Arts and Sciences of Ohio University In partial fulfillment of the requirements for the degree Master of Arts Gavin G. Enck June 2009 © 2009 Gavin G. Enck. All Rights Reserved. 2 This thesis titled A Comparison of Two Bioethical Theories by GAVIN G. ENCK has been approved for the Department of Philosophy and the College of Arts and Sciences by Arthur Zucker Associate Professor of Philosophy Benjamin M. Ogles Dean, College of Arts and Sciences 3 ABSTRACT ENCK, GAVIN G., M.A., June 2009, Philosophy A Comparison of Two Bioethical Theories (81 pp.) Director of Thesis: Arthur Zucker This thesis compares two bioethical theories in order to determine which theory is better for use by medical professionals. The two theories are Tom L. Beauchamp and James Childress’s “Principlism” and Bernard Gert, K. Danner Clouser, and Charles M. Culver’s “Moral Rules.” The structure of the paper is as follows: an explication of both theories, an examination of the similarities and differences between the theories, an evaluation of criticisms of both theories, and identification of the three advantages the Moral Rules theory has over Principlism. In the conclusion, I claim the Moral Rules is the better bioethical theory for the medical profession. Approved: _____________________________________________________________ Arthur Zucker Associate Professor of Philosophy 4 TABLE OF CONTENTS Page Abstract .............................................................................................................................. -
Lessons of Reproductive Ethics for Principlism
Lessons of Reproductive Ethics for Principlism Morten Dige Department of Philosophy and History of Ideas, Aarhus University, [email protected] DOI: http://dx.doi.org/10.5324/eip.v13i1.2726 This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. This article brings together two debates in bioethics more substantively than has been the case until now. One is the methodological debate over “principlism,” i.e., the theoretical framework for analyzing and solving (bio)ethical problems proposed by Beauchamp and Childress in Principles of Biomedical Ethics (PBE). The other is the normative debate about reproductive ethics, i.e., procreative rights and obligations in a time of pervasive opportunities for making detailed choices about the properties and capacities of future people. The obvious point of bringing the debates together is to show how they can illuminate each other in fruitful ways consistent with the method of reflective equilibrium endorsed in PBE. Furthermore, discussions of reproductive ethics is almost absent in PBE, making it an interesting “test case” on how principlist theory can have an impact on and be affected by confrontations with new practices and considerations in biomedicine. Reproductive ethics is especially interesting due to the so-called non-identity considerations, which pose a challenge to common morality views on harm to and respect for persons. My focus is mainly on some methodological points about the import of concrete normative discussions for formulating basic normative principles. -
Protecting Human Research Participants NIH Office of Extramural Research Introduction
Protecting Human Research Participants NIH Office of Extramural Research Introduction Research with human subjects can occasionally result in a dilemma for investigators. When the goals of the research are designed to make major contributions to a field, such as improving the understanding of a disease process or determining the efficacy of an intervention, investigators may perceive the outcomes of their studies to be more important than providing protections for individual participants in the research. Although it is understandable to focus on goals, our society values the rights and welfare of individuals. It is not considered ethical behavior to use individuals solely as means to an end. The importance of demonstrating respect for research participants is reflected in the principles used to define ethical research and the regulations, policies, and guidance that describe the implementation of those principles. Who? This course is intended for use by individuals involved in the design and/or conduct of National Institutes of Health (NIH) funded human subjects research. What? This course is designed to prepare investigators involved in the design and/or conduct of research involving human subjects to understand their obligations to protect the rights and welfare of subjects in research. The course material presents basic concepts, principles, and issues related to the protection of research participants. Why? As a part of NIH's commitment to the protection of human subjects and its response to Federal mandates for increased emphasis on protection for human subjects in research, the NIH Office of Extramural Research released a policy on Required Education in the Protection of Human Research Participants in June 2000.