DOCSLIB.ORG

Download PDF Datastream

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Download PDF Datastream Vulnerability and Its Power: Recognition, Response, and the Problem of Valorization by Anna F. Bialek A dissertation submitted in partial fulfillment of the requirement for the Degree of Doctor of Philosophy in the Department of Religious Studies at Brown University Providence, RI May 2016 © Copyright 2016 by Anna F. Bialek This dissertation by Anna F. Bialek is accepted in its present form by the Department of Religious Studies as satisfying the dissertation requirement for the degree of Doctor of Philosophy. Date_________________ ___________________________________ Mark Cladis, Advisor Recommended to the Graduate Council Date_________________ ___________________________________ Thomas A. Lewis, Reader Date_________________ ___________________________________ Stephen Bush, Reader Date_________________ ___________________________________ Bonnie Honig, Reader Date_________________ ___________________________________ Kevin Hector, Reader Approved by the Graduate Council Date_________________ ___________________________________ Peter Weber, Dean of the Graduate School iii Curriculum Vitae Anna F. Bialek was born in Berkeley, CA on October 6, 1987. She attended the Princeton, NJ public schools for her primary and secondary education, after which she matriculated at Princeton University in the fall of 2005. She graduated from Princeton in 2009 with an A. B. (summa cum laude) in Religion with Highest Departmental Honors, and a certificate in Creative Writing. She then began her graduate education at Brown University in the fall of 2009, where she has pursued studies in the Religion and Critical Thought subfield of the Department of Religious Studies. At Brown, Bialek has taught in undergraduate courses in religious ethics and modern Western religious thought, and as an advisor to an independent study on trauma theory. She has also served as an advisor to undergraduate students pursuing major fellowships during and after their time at Brown. Bialek has been the recipient of the Chancellor Thomas A. Tisch Fellowship for Graduate Studies, the Pembroke Fellowship, Brown University's Presidential Award for Excellence in Teaching, an Honorary Graduate Fellowship at the Cogut Center for the Humanities, and an American Fellowship from the American Association of University Women. Since 2013, she has also served on the Advisory Council of the Department of Religion at Princeton. In addition to her academic pursuits, Bialek has worked as an advocate for victims of domestic violence, sexual assault, and child abuse since 2011. Prior to becoming a victims’ advocate, she worked as a sexual health educator and counselor from 2003-2009. iv Acknowledgements To say that someone has taught you something about vulnerability isn’t always a compliment, but I have the great fortune to be able to mean it as such. This project is a product of an extraordinary community of teachers, mentors, friends, and family who have been willing to render themselves vulnerable with me toward an indeterminate future, and without whom its determination here would be much less in many ways. I owe its merits to them, with my deep thanks. I am very grateful to the members of my committee for their guidance of this project. Mark Cladis has been an advisor, teacher, mentor, and friend of the highest order. His direction of the project honored even its most nascent formulations with generous and critical engagement, as his capacious conception of its possibilities allowed me to pursue unusual lines of inquiry that have been deeply productive for my understanding at many turns. Tal Lewis has been a patient and insightful guide to the practices of thinking and writing, and a great source of intellectual inspiration and direction as I developed scattered interests in religious ethics, feminist thought, and Christian theology into a research program. Steve Bush is the most incisive reader and thinker I have ever met, and this project has benefitted since its earliest versions from his critical eye and ear, as well as his constructive voice. Bonnie Honig’s contributions to my thinking appear on nearly every page of this text, and her advising and example as I find my footing in feminist thought has been an indispensible privilege. Kevin Hector v was my first teacher in religion, and I have been learning from him ever since. I am very thankful for his willingness to serve on my committee, and for his engagement of the project from its early stages. My deep thanks go to the other outstanding teachers and colleagues who have guided my studies and the development of this project. At Brown, Susan Harvey, Nancy Khalek, Nicola Denzey-Lewis, Paul Nahme, Andre Willis, Sharon Krause, Ariella Azoulay, Tim Bewes, Dave Estlund, and Michael Steinberg have provided me with great inspiration, insight, and intellectual community. Beyond Brown, conversations with Leora Batnitzky, John Bowlin, Beth Eddy, Eric Gregory, Jennifer Herdt, Paul Jones, Chuck Mathewes, Levi McLaughlin, Jim Wetzel, and Joe Winters have all marked turning points in my thinking about the topic, and I am grateful for their engagement with the work. I continue to owe a debt of the deepest gratitude to my undergraduate advisor, Jeff Stout. None of my work would be possible without his teaching, and I seem only to accrue further debts as the years go on. This research was generously supported by fellowships from the American Association of University Women and the Cogut Center for the Humanities. Portions of this project were presented at sessions of Princeton University’s Gender, Sexuality, and Religion Working Group; the Pembroke Seminar; the Brown-Yale-Princeton-Princeton Theological Seminary Ethics Colloquium; and the Cogut Center Fellows’ Seminar at Brown. It benefitted greatly from their participants’ engagement and comments, and I am grateful to the organizers of each for the opportunity. My many thanks also to the administrators of the AAUW, the Pembroke Center, the Cogut Center, and the Religious Studies Department at Brown, who make these occasions—and everything else— vi possible. Nicole Vadnais and Tina Creamer in Religious Studies require additional thanks for their unflagging support and good humor. I have had the great pleasure to write this dissertation in the company of many wonderful fellow students. My deep thanks go to the members of the Religion and Critical Thought program at Brown, past and present—Niki Clements, Jon Sozek, David Lê, Megan McBride, Caroline Kory, and Alexis Glenn—as well as dear colleagues beyond it—Alda Balthrop-Lewis, Michal Ben Noah, Shira Billet, Nic Bommarito, Karida Brown, Emily Dumler, Molly Farneth, Clifton Granby, Rachel Gross, Jonathan Gribetz, Paul Gutierrez, Sarit Kattan-Gribetz, Alex King, Elizabeth Jemison, Michael Lamb, Isabelle Laurenzi, Ferris Lupino, Daniel May, Gustavo Maya, David Newheiser, Daniel Picus, Noga Rotem, Eli Sacks, Michael Sawyer, Kerry Sonia, Yana Stainova, Andrew Starner, and Kevin Wolfe. Their fellowship, criticism, and friendship is a great gift. My special thanks to Molly Farneth for her comments on drafts and many years of conversation on the topic. My deep thanks go also to Chloe Angyal, Molly Borowitz, Molly Ephraim, Rebecca Foresman, Richa Gawande, Elizabeth Kassler-Taub, Jordan Kisner, Callie Lefevre, Zack Mezera, Jocelyn Parr, Josh Schenkkan, and Jonathan Weed for their extraordinary friendship and exceptional support through this project and all else. I love and admire each of you immensely, and am perpetually astounded by the continuation of our relationships into ever more promising determinations. Thank you especially for your late-stage editing, proofreading, and good cheer. My deepest thanks go to my family, whose love, care, and friendship give me more reason to hope for the promise of vulnerability than anything else. These gifts have been vii multiplied by their extraordinary intellectual companionship, which marks the pages of this project and all others I write. While I was reading deeper into gender theory and Christian theology, my brother Max became one of the best analytic philosophers I know, as great a source of technical advice in this vein as dry humor (and sometimes technical advice about the nature of humor). My thanks to him also for finding me a wonderful sister, Brittany. My mother, Charlotte, taught me all of the best lessons I have learned about care, and I am grateful for her decades of practical instruction and years of rich discussion on the theme. I hope that this project allows me to share some of what she has taught. It was also made possible by her careful editing and comments on earlier drafts, for which I owe her special thanks. My father, William, has long exemplified the life of deep thinking and critical inquiry I have hoped to lead. As I have pursued it, he has become my closest companion in its joys and guide to its challenges. I am more grateful for this, and much else, than I can say. Shortly after I began working on vulnerability, mourning, and care, I lost my two biological grandfathers, Jacques Bialek and Tjeerd van Andel, within the space of one month. In the intervening years, I have lost my stepgrandfather, Keith Brueckner, and my stepgrandmother, Marjorie van Andel, as well. With Rose Bialek and my two living grandparents, Elsa Dekking and Kate Pretty, their lives, love, and wisdom have inspired me deeply, and my considerations of vulnerability particularly. This dissertation is dedicated to them. viii Contents Acknowledgements ……… v Introduction ……… 1 1. Resisting Individualism “In a Different
Load more

Recommended publications
  • 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).
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Aristotle, Kant, JS Mill and Rawls Raphael Cohen-Almagor
    1 On the Philosophical Foundations of Medical Ethics: Aristotle, Kant, JS Mill and Rawls Raphael Cohen-Almagor Ethics, Medicine and Public Health (Available online 22 November 2017). Abstract This article aims to trace back some of the theoretical foundations of medical ethics that stem from the philosophies of Aristotle, Immanuel Kant, John Stuart Mill and John Rawls. The four philosophers had in mind rational and autonomous human beings who are able to decide their destiny, who pave for themselves the path for their own happiness. It is argued that their philosophies have influenced the field of medical ethics as they crafted some very important principles of the field. I discuss the concept of autonomy according to Kant and JS Mill, Kant’s concepts of dignity, benevolence and beneficence, Mill’s Harm Principle (nonmaleficence), the concept of justice according to Aristotle, Mill and Rawls, and Aristotle’s concept of responsibility. Key words: Aristotle, Immanuel Kant, John Stuart Mill, autonomy, beneficence, benevolence, dignity, justice, nonmaleficence, responsibility, John Rawls Introduction What are the philosophical foundations of medical ethics? The term ethics is derived from Greek. ἦθος: Noun meaning 'character' or 'disposition'. It is used in Aristotle to denote those aspects of one's character that, through appropriate moral training, develop into virtues. ἦθος is related to the adjective ἠθικός denoting someone or something that relates to disposition, e.g., a philosophical study on character.[1] 2 Ethics is concerned with what is good for individuals and society. It involves developing, systematizing, defending, and recommending concepts of right and wrong behaviour. The Hippocratic Oath (c.
    [Show full text]
  • Critical Pedagogy and the Ethics of Care: How Values Affect the Classroom Dynamic
    BearWorks MSU Graduate Theses Fall 2018 Critical Pedagogy and the Ethics of Care: How Values Affect the Classroom Dynamic Colby D. Reed Missouri State University, [email protected] As with any intellectual project, the content and views expressed in this thesis may be considered objectionable by some readers. However, this student-scholar’s work has been judged to have academic value by the student’s thesis committee members trained in the discipline. The content and views expressed in this thesis are those of the student-scholar and are not endorsed by Missouri State University, its Graduate College, or its employees. Follow this and additional works at: https://bearworks.missouristate.edu/theses Part of the Adult and Continuing Education Commons, Arts and Humanities Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Humane Education Commons, Language and Literacy Education Commons, and the Liberal Studies Commons Recommended Citation Reed, Colby D., "Critical Pedagogy and the Ethics of Care: How Values Affect the Classroom Dynamic" (2018). MSU Graduate Theses. 3325. https://bearworks.missouristate.edu/theses/3325 This article or document was made available through BearWorks, the institutional repository of Missouri State University. The work contained in it may be protected by copyright and require permission of the copyright holder for reuse or redistribution. For more information, please contact [email protected]. CRITICAL
    [Show full text]
  • Foundations for Ethics
    SECTION I Foundations for Ethics Change happens whether we want it or not. ▸ Introduction ealth care is in a constant state of change and challenge, which is likely to continue into its future. Therefore, this quote from the ancient philosopher, Heraclitus, rings true Hfor healthcare administrators (HCAs). In this introduction, consider an example of how change can affect care and its ethics. For example, the rapid growth of technology promises more efficient and effective care along with the ability to treat health conditions and improve outcomes. Of course, technology’s impressive outcomes will also bring challenges for health administrators in the areas of finance, staffing, and patient demands. How does this climate of change affect the HCA’s ability to pro- vide both fiscally sound and ethics- based health care? First, HCAs need to continue providing an environment where patients receive both appropriate and compassionate care. In addition, they must create, adapt, and support the complex healthcare system structure that responds to change. As stewards of current and future resources, HCAs are required to protect these resources and ensure that they are used ethically. These serious responsibilities can only increase in this epoch of change. To address these concerns, HCAs must also be prepared to go beyond patient care. They must respond to the business needs of health care with respect to the patient, staff members, organization, © Panuwat Dangsungnoen/EyeEm/Getty Images Dangsungnoen/EyeEm/Getty © Panuwat and the community. This challenge requires HCAs to have a base in ethics and apply their professional knowledge and skills. In addition, these challenges mandate a deeper application of ethics through appropriate behaviors that maintain both personal integrity and that of their organizations.
    [Show full text]
  • Heidegger and the Ethics of Care
    Heidegger and the ethics of care John Paley MA Principal Research Fellow, University of Luton Original paper Abstract The claim that, in some nontrivial sense, nursing can be identified with caring has prompted a search for the philosophical foundations of care in the nursing literature.Although the ethics of care was initially associated with Gilligan’s ‘different voice’, there has more recently been an attempt – led principally by Benner – to displace the gender perspective with a Heideggerian one, even if Kant is the figure to whom both Gilligan and Benner appear most irretrievably opposed.This paper represents the first half of a double-edged project: initially, to point out that Heidegger explicitly disowns any ethical implications for his ontological thinking, and to argue that no ethical theory (including an ethics of care) can be derived from Being and Time; and then to argue that Kant’s categorical imperative is not only compatible with the ethics of care but actively entails it. In this, Heideggerian, part of the argument, I consider three attempts to wrest an ethics from Being and Time – those of Benner, Olafson and Guignon – suggesting that,for different reasons,they all fail. Benner systematically confuses the ontological with the ontic, not recog- nizing that care, concern and solicitude have ‘deficient’ modes as well as positive ones, and that Heidegger’s ontology retrieves the possibility of an ethics-in-general without at any point implying an ethics-in-particular (whether of care or justice). Olafson does recognize this, and to that extent admits his failure,but his efforts to amplify Heidegger’s thought in such a way as to generate an ethical theory involve both the importing of Kantian premises, and an appeal to some rather doubtful empirical observations.
    [Show full text]
  • Personal Autonomy and Informed Consent: Conceptual and Normative Analyses
    Personal Autonomy and Informed Consent: Conceptual and Normative Analyses Jesper Ahlin Licentiate thesis in philosophy KTH Royal Institute of Technology Stockholm, «Ï; © «Ï; Ahlin All rights reserved. Ahlin, J. Personal Autonomy and Informed Consent:Conceptual and Normative Analyses Licentiate thesis KTH Royal Institute of Technology TOC ;Ê-Ï-;;-- TOO ÏE«-ÊÊtÏ Typeset by the author, with help from Jesper Jerkert, using LATEX and BTCTEX.Printed by Universitetsservice US-AB, Drottning Kristinas väg tB, ÏÏ Ê Stockholm. I know what I know Acknowledgments I am grateful to Barbro Fröding, Sven Ove Hansson, and Niklas Juth for their su- pervision of this thesis, and to Gert Helgesson for his many useful comments on an earlier dra. Also, I thank William Bülow, Jesper Jerkert,Björn Lundgren, Payam Moula, and Maria Nordström, among others, for support and stimulating discussions. My thanks are extended to the Higher seminar at the Division of Philosophy, KTH Royal Institute of Technology, the Higher seminar at the Centre for Healthcare Ethics, Karolinska Institutet, and the VR/FORTE research program for providing opportu- nities to discuss and develop these ideas. All errors and mistakes are of course my own. his research was supported by the Swedish Research Council (VR) and the Swedish Research Council for Health, Working Life and Welfare (FORTE), contract no. «Ï– «, for the project Addressing Ethical Obstacles to Person Centred Care. Stockholm,August «Ï; Jesper Ahlin Abstract his licentiate thesis is comprised of a “kappa” and two articles. he kappa includes an account of personal autonomy and informed consent, an explanation of how the concepts and articles relate to each other, and a summary in Swedish.
    [Show full text]
  • Prisca Ethics Conf Paper-Edit2
    Fostering sustainable development through an ethics of care Introduction Rules alone don’t necessarily change people. Sustainable habits need to be formed which can hold people personally accountable and responsible even when the leader or circumstance changes. Advocates of Care Ethics (those who give priority to the personal dimension of virtues including social virtues) see caring as the key ethical ideal, and recommend that we attend to the concrete needs of those who are close to us. Care ethicists want to draw our attention to the fact that human beings, by their very nature, are relational beings. Being attentive to this feature of human beings – and being conscientiously aware of it – moves our ethical thinking in a different direction. This paper seeks to explore the interface between sustainable development and the ethics of care as a way of fostering true sustainable development by University students. Does care ethics have social and political implications? For Kenya, what does it mean realistically develop in a sustainable manner? According to the World Bank, in 2005 there were 1.4 billion people living below the poverty line (living on less than $1.25 a day), which is more than a quarter of the developing world’s population, and 439 million more people living in extreme poverty than previously estimated. This level of poverty, is hard for citizens of the industrial world to comprehend (do the citizens of the developing world comprehend it and how are we tackling it?). In 2007, development aid from the Group of 8 (G8) industrialized nations amounted to $62 billion.
    [Show full text]
  • Chapter 2 Ethical Decision-Making Guidelines and Tools
    CHAPTER 2 Ethical Decision-Making Guidelines and Tools Jacqueline J. Glover, PhD © kentoh/Shutterstock © kentoh/Shutterstock Learning Objectives Scenario 2-A Decision Making After completing this chapter, the reader should for an Adolescent be able to: ■■ Define ethics. MT is a 16-year-old young man with terminal ■■ Identify the importance of studying ethics brain cancer. At the age of 10 he was diag- for the health information management nosed with acute leukemia. After three years (HIM) professional. of intense treatment, MT was in remission. ■■ Identify ethical concepts, including rele- After two years of remission, during which vant values, principles, virtues, approaches, he was doing very well in school and loved and theories. playing soccer, MT began having severe headaches. Unfortunately, his magnetic reso- ■■ Apply a process of ethical decision making nance imaging (MRI) scan showed a large to HIM scenarios. mass requiring immediate workup. The tis- sue biopsy of the intracranial mass showed a uniformly fatal tumor, likely related to his previous leukemia treatment. No additional Introduction intervention was recommended by the team, Ethics is the formal process of intentionally and and they wanted to refer him to hospice. critically analyzing, with clarity and consistency, MT’s parents had heard stories in the basis for one’s moral judgments. It is impor- the media about unprecedented recov- tant for HIM professionals to engage in this ery of children with terminal diagnoses. process, because they are accountable for their A national search of experimental proto- actions as professionals, not just personally as cols for brain tumors revealed two centers individuals.
    [Show full text]
  • Moraldiscernmentmodelproject-3-23
    LEADERSHIP, MORALITY AND ETHICS: DEVELOPING A PRACTICAL MODEL FOR MORAL DECISION-MAKING Alfred W. Kaszniak 1,3, Cynda H. Rushton 2, & Joan Halifax 3 1 University of Arizona Tucson, Arizona 2 Johns Hopkins University Baltimore, Maryland 3 Upaya Institute Santa Fe, New Mexico Kaszniak, A.W., Rushton, C.H., & Halifax, J. (2018). Leadership, morality and ethics: Developing a practical model for moral decision-making. MindRxiv. April 17. mindrxiv.org/8qby6. DOI 10.17605/OSF.IO/8QBY6 Introduction: Principled and authentic leadership in all sectors of society, including health, education, business, and finance, requires fundamental shifts in understanding how moral discernment operates. Cultivating leaders who exemplify integrity necessitates grounding in pro-social values, character formation, ethical principles, and contemplative practices that enhance moral decision-making and engaged moral action. The present paper is the product of collaboration between a neuroscientist, an ethicist, and a contemplative exploring issues around leadership, morality, and ethics. It is an exploration on how people in roles of responsibility can better understand how to engage in discernment processes with more awareness and a deeper sense of responsibility for others and themselves. It has been written in a global climate where a practical understanding of how moral decision-making works is essential in this time when there can seem to be an increasing moral vacuum in leadership. The meanings of the words morals and ethics overlap in common usage, though sometimes conflicting distinctions are drawn by philosophers and other scholars. One simple way of understanding the distinction is that, “Broadly speaking, morals are individual principles of right and wrong, and a system of ethics deals with sets of those principles.” <http://www.randomhouse.com/wotd/index.pperl?date=20010813> The term ethics is often used in reference to the philosophical study of morality.
    [Show full text]
  • Care Ethics and Politcal Theory
    OUP CORRECTED PROOF – FINAL, 23/6/2015, SPi Care Ethics and Political Theory OUP CORRECTED PROOF – FINAL, 23/6/2015, SPi OUP CORRECTED PROOF – FINAL, 23/6/2015, SPi Care Ethics and Political Theory Edited by Daniel Engster and Maurice Hamington 1 OUP CORRECTED PROOF – FINAL, 23/6/2015, SPi 3 Great Clarendon Street, Oxford, OX2 6DP, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries # Oxford University Press 2015 The moral rights of the authors have been asserted First Edition published in 2015 Impression: 1 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America British Library Cataloguing in Publication Data Data available Library of Congress Control Number: 2015932776 ISBN 978–0–19–871634–1 Printed and bound by CPI Group (UK) Ltd, Croydon, CR0 4YY Links to third party websites are provided by Oxford in good faith and for information only.
    [Show full text]