Dissertations / Theses on the topic 'Ethical inquiry'
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Giles, Graham. "An ethical inquiry : toward education in an infinite condition." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/45976.
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This study is a philosophical inquiry into the ethical conditions of modernity as these bear upon, and are expressed in, the educational project. In modernity, the ethical is assumed as both a juridical proceduralism (of codes of ethics for teachers, or of a broader legal context) and a moral result (of presupposed good and evil, vested in categories like humanity, liberalism, or difference). When ethics are assumed as completed in the form of codes or ideals, that is, as present and already acted upon, there remains little of an ethics of justice in the ancient sense of the pursuit of the right way to live. Supplanted by imperatives of management and morality, the ethical conditions of living are no longer vital to education. The problem is ontological. The revitalization of the ethical in education requires inquiry into the logics of being. These logics are widely implicated and thus the resources for this inquiry are necessarily historiographical, critical, and speculative. These are deployed in this study in three thematic movements: First to the question of education’s ‘emplacement’ within the modern ethos, or ‘of what’ is educational thought a consequence in the modern ethical settlement; second, how may this be seen to be expressed as ethical thought in contemporary educational discourse; and third, and on the basis of the previous two, to the question of how it may be possible to re-think education ethically. The modern ethical topography is articulated as an oscillation among the ontological forms of conceptual realism (the constructivist procedure of the adequacy of thought to being) and those of ethical idealism (the transcendental production of what cannot be thought). Expressed as ethics of phronesis (practical wisdom) and alterity in educational thought, these are contested on the basis of generic ontology, or that of immanent infinite multiplicity, toward a subjective ethics in education—one that refuses the idealist corruption of the ‘object’ where ethics are concerned. To do so, I propose to educational thought a concept of truth elaborated at the intersection of mathematical formalization (à la Badiou) and comic realism (à la Zupančič).
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Bridges, Nell Epona. "Maintaining ethical counselling despite contrary demands : a narrative inquiry." Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/61b21a98-3c1b-407d-b8c0-6e1bb2d42d20.
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Piquemal, Nathalie. "Ethical learning and learning the other's ethics, a shared inquiry into the ethics of researching native knowledge." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/NQ39581.pdf.
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Sprod, Tim. "Philosophical discussion in moral education the community of ethical inquiry /." London : Routledge, 2001. http://www.myilibrary.com?id=7101.
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Ingram, Claire. "Ethical agency within the responsible tourism experience : a PARTicipative inquiry." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/52284/.
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This thesis examines consumers’ ethical agency within the responsible tourism experience. It aligns with a post-structuralist, (late) Foucauldian position, adopting the theoretical constructs of ‘power struggles’ (1982), ‘problematisations’ (1984a) and ‘self-care practices’ (1984c) to engender a more fluid view of the market-consumer interface. It investigates (i) how consumers conform to, critique or resist market-promulgated ways of being a ‘responsible tourist’; (ii) how consumers (re)negotiate alternative meanings of how to be ethical and act ethically; (iii) what this reveals about the ways in which consumers retain, apportion or relinquish a sense of autonomy over their ethicality; and (iv) the tensions, struggles and dilemmas that consumers concurrently face. The thesis adopts a participative methodology in order to foster the involvement of participants across the total tourism experience. More specifically, the thesis conducts a PARTicipative inquiry in order to facilitate data collection before, during and after the holiday; enabling ‘prospective’, ‘active’ and ‘reflective’ triangulation (Ingram et al, 2017). To this end, the thesis presents data from participants’ pre-holiday and post-holiday interviews, as well as their (on-holiday) diaries and photographs. The findings of this thesis suggest that consumers’ ethical agency manifests in three main ways. Agency is represented through a critical awareness of the rhetorical construction of ‘responsibility’ within three types of market-consumer interface, namely ethical tourism spaces, ethical policies and market materials. Agency is also represented through consumers’ resistance towards three key areas of the organised tourism industry, specifically large corporations (e.g. chain hotels, international franchises), the tourism ‘package’, and tourism ‘hotspots’. Further, agency is represented through consumers’ self-reflexivity. Tourists are highly introspective of the ways in which they transform personal ethical reflection into action (‘walk the talk’); the ways in which they reflect on ethics but are unwilling to make any material alterations to their behaviour (‘reflexive inertia’); and the personal, product, and destination level considerations that impede their engagement in certain ethical practices (‘pragmatic utility’). Overall, this thesis aims to contribute to existing literature by fulfilling four research gaps. First, it focusses on the practices and narratives of responsible tourists, as opposed to the ‘responsibility’ discourses of travel companies (e.g. Caruana & Crane, 2008; Hanna, 2013). Second, it attends to the current lack of Foucauldian ethics within the consumer responsibility and responsible tourism literatures (Crane et al, 2008). Third, it progresses from studying the ethical consumption of commodity goods to focus on experiential consumption; specifically, highly performative experiential consumption in a potentially environmentally and socio-culturally disparate context to the ‘home’ setting (e.g. Jamal, 2004). Finally, it focusses on the total responsible experience by triangulating tourists’ prospective, active and reflective data. This thesis also has important practical implications. A stronger awareness of how tourists experience responsible tourism will better enable the tourism industry to tailor their products, services and spaces in a way which more effectively matches consumer demand. Further, an improved understanding of how consumers evaluate discourses on ‘responsibility’ will inform the tourism industry as to how responsible policies, guidebooks and other marketing messages are interpreted, and thereby constructed and communicated.
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Murphy, Kevin. "Sedation practices, tragic dying and palliative care: An ethical inquiry." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6089.
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With the increased ability of medical technology to manipulate or prolong the end of a patient's life, and with the increased dependency of patients on technology for survival and comfort, health care professionals who manipulate these "end of life" technologies seem to more directly manipulate the life and death of the patient. The end of life is the focus of the health care discipline of palliative care. It has been promoted as a holistic approach addressing the needs of dying patients which, if not addressed, give rise to requests for physician assisted suicide. Yet, concerns regarding the direct killing of patients also arise in palliative care through sedation practices. Discussion of this apparent contradiction is especially poignant given the value palliative care places on the dying process as a time of potential growth and self-actualization. Two traditional and foundational criteria within the principle of double effect (PDE) which are often cited as identifying significant ethical differences between killing and letting die are: (1) The psychological intention of the agent, (2) the direct/indirect action distinction. The problem is that the meaning and pertinence of these criteria have been argued as being both inadequate and adequate in demonstrating a moral difference between killing and letting die within healthcare debates. The question for palliative care clinicians is, "What is the ethically significant difference between killing and letting die in palliative care where death is not only foreseen through the treatment but, part of the complex act of doing good through the treatment, such as relieving pain and suffering?". A consistent goal of this inquiry has been to understand the one-sided nature of the principles, moralities and strategies implicit within palliative approaches to sedation practices. The moral reasoning implicit within the interpretation and application of PDE in palliative sedation literature was discovered to focus on the physical, causal or psychological intent of action and not integrate other elements signifying the moral intent or destiny of the action. Dialectics explored within the work of Paul Ricoeur offered insight into the complex operations within the process of interpretation and helped to frame and explore palliative sedation dilemmas as a complex problem of decision in situation. With novel palliative sedation dilemmas arising which betray convention, palliative care is engaged in a new moral frontier. The complexity and rawness of tragic suffering and dying, which accompanies the transition of identity and meaning of the patient, were discovered not as unexpected among palliative care professionals but interpreted as uncontrolled pathology and as the symbols of failure for palliative care. The humanization of dying, the ethical aim spawning the birth and genesis of palliative care, involved introducing a renewed vulnerability and mutuality within this clinical encounter. The challenge of re-establishing, continuing, and creating interpersonal meaning within the context of new and more dramatic forms of tragic suffering and fragmentation is the key challenge now facing the discipline of palliative care. Confronted by unique and tragic forms of dying, the resources of ethical deliberation, practical wisdom, vulnerability and mutuality between the self and the other, are approaches which palliative care professionals seek and yet feel ill prepared for by their own present health care formation.
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Tabron, Mattie J. "Ethical ideology: an inquiry into factors affecting the ethical position of selected future health administrators and practitioners." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53901.
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Members of the health professions are being faced with a wide range of ethical dilemmas, the resolution of which will often be influenced by the ethical ideology of individuals in various health fields.
The purpose of this study was to measure the ethical position of junior and senior students in several health disciplines to determine if such factors as discipline, sex, ethnic membership, religious conviction, and locus of control were predictors of their ethical ideology.
Two hundred sixty-seven junior and senior students enrolled in allied health, nursing, and medicine programs at two universities completed questionnaire's used in the study. One university was predominantly black and the other was predominantly white. Subjects were administered the Ethics Position Questionnaire and Rotter I-E Locus of Control Scale. Subjects also completed a personal data sheet.
The results indicated that there was a significant difference in ethical ideology among health profession students as a function of type of health profession. Medical students tended to be subjectivist, nursing students, exceptionist; while allied health students were either situationist or absolutist. There were some evidence in the literature to support the results obtained for medical and nursing students. In addition, the literature would suggest that members of the same profession tend to share common values.Ed. D.
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Ivits, Shantel. "Disturbing the comfortable : an ethical inquiry into pedagogies of discomfort and crisis." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7292.
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Educators are traditionally expected to provide safe, supportive and caring learning spaces for students. Yet some educational theorists suggest that, if educators seek to disrupt oppression, they must call on students to step outside of their comfort zones to acknowledge and question how one’s privilege implicates one in the oppression of others. Megan Boler and Kevin Kumashiro are two scholars who question the desirability of comfortable learning spaces. Both theorists build upon Shoshana Felman’s use of testimonies of trauma to invite or lead students into discomfort or crisis. But what are the ethical implications of this approach to education? The purpose of this study was to undertake an ethical inquiry into Boler’s pedagogy of discomfort and Kumashiro’s pedagogy of crisis.
This inquiry applied the conceptual framework of Judith Butler, particularly her conception of ethical violence, in order to critique these pedagogies. Butler suggests that subjects are required to appropriate certain discursive norms in order to be considered intelligible human beings. When a subject is unable to appropriate such a norm, that norm is said to be ethically violent. According to Butler, dominant ethical discourses require subjects to present an autonomous, coherent self in order to be considered intelligible. Butler argues that this norm is inappropriable, because subjects are constitutively dependent and incoherent, and thus inflicts ethical violence.
This study considered if and how Boler’s pedagogy of discomfort and Kumashiro’s pedagogy of crisis risk inflicting ethical violence upon students. The principal conclusion was that, left unchecked, the use of testimony in pedagogies of discomfort and crisis risks inflicting ethical violence if students are required to give responses to testimonies of trauma that present an autonomous, coherent self. Narrative responses to testimonies of trauma also risk functioning as a mode for governing students’ subjectivities. Based on this finding, the author suggests ways that educators may minimize, if not eliminate, ethical violence in pedagogies of discomfort and crisis.
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Falzon, Rose. "Ethical dilemmas in therapeutic supervision : a narrative inquiry researching the Maltese context." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559377.
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supervision is considered essential as a form of professional mentoring to support good practice in the talking therapies. This research explored the experiences of practitioner supervisors in Malta in order to consider the ethical dilemmas encountered in supervision. The research examined the source of ethical dilemmas and what this revealed about the . cultural context. As a practitioner researcher, I used narrative inquiry and auto-ethnography within an orientation of critical reflexivity as my research methodology. The fieldwork involved unstructured in-depth interviews with eight practitioners and supervisors. A methodology was developed for thickening the narrative synopsis, which presented these interviews in the form of narratives depicting the experience of supervisors working in a variety of settings within the Maltese therapeutic field. The research concluded with a narrative analysis that forms the basis of the researcher's reflections. The concluding chapters identified key inductive observations and questions about the professional practice of supervision and set out the social factors that make this work so challenging and distinctive in the Maltese context.
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White, Sarah. "An appreciative inquiry : the perceptions of frontline educational psychologists into ethical issues." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/47157/.
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This study is concerned with ethical issues in professional educational psychology. It investigates how twelve frontline educational psychologists employed in one local authority educational psychology service perceive and manage ethical issues. It examines what they perceive as desirable support and identifies what organisational features contribute to effective support in the management of ethical issues. Educational psychologists encounter a range of ethical issues in their practice. However little is known about the perceptions of frontline educational psychologists in the United Kingdom. This dissertation begins with an examination of the changing professional landscape and its consequences for educational psychologists in their practice. Given the scope of the inquiry, the relevant background literature relates to a broad range of subject areas. The literature review focuses on research evidence into ethics and psychology, ethical theories and concepts, professionalism in educational psychology, features of professionalism and ethical practice in organisations. Owing to the sensitivities of the context of the research setting, Appreciative Inquiry was selected as the most appropriate methodological orientation. The research constitutes a case study of one local authority educational psychology service. Educational psychologists identified a wide range of difficult situations and challenges to professionalism in their practice. Of the final themes to emerge character, relationships, supervision and the workplace environment are of significant importance to frontline educational psychologists in managing the ethical issues in their practice. The study presents an appreciative model identifying factors contributing to the management of ethical issues. It is proposed that educational psychologists are best supported by a range of formal and informal professional support within an organisation characterised by certain features including on-going CPD, leadership and vision, policies, procedures and guidance and a conducive workplace environment. Areas for future research into the management of ethical issues are called for, including research into fully traded, semi traded and independent models of service delivery.
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Wasner, Victoria Ellen. "Collaborative inquiry into service learning : ethical practice through a 'Pedagogy of CARE'." Thesis, Durham University, 2019. http://etheses.dur.ac.uk/12991/.
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Practitioner inquiry is an ethical process that begins from a stance of caring. When one cares about the principles of democratic participation and social justice, one wants to advocate for them through modelling them in practice. When teachers engage in practice-based research that is democratic and radical in its intent and process, they act as ethical role models. The aims of this inquiry were to explore ethical principles of practice through a 'students as researchers' approach to service learning at the high school campus of an international school in Central Switzerland. The research question that drove the inquiry was; 'How does meaningful teacher and student involvement as collaborative inquirers into service learning model a pedagogy for service learning?' The participatory methodology of practice-based, collaborative inquiry involved a teacher-researcher and student researchers engaging in a pedagogy that was based on mutual understanding and respect and critical reflection. A rich variety of qualitative, practice-oriented methods were employed within cycles of inquiry and spirals of action and reflection. Through modelling and reflecting on the pedagogical strategies that were part of the collaborative research process, a framework for a 'Pedagogy of CARE' was developed. The acronym CARE, whilst representing the underlying stance of caring, stands for the required and desired personal attributes within collaborative inquiry; one is conscious, active, responsible and experimental. At the same time, it also embodies pedagogical principles; one engages in a practice of consciousness, action, responsibility and experimentation. This framework, conceptualised as a non-hierarchical pyramid model, can be used by teachers and educational researchers within international education and beyond to inform a practice that is ethical in both its process and intent.
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Hookom, Andrew L. "But What Kind of Badness?: An Inquiry into the Ethical Significance of Pain." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/philosophy_theses/96.
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In this thesis, I argue against a claim about pain which I call the "Minimization Thesis" or MT. According to MT, pain is objectively unconditionally intrinsically bad. Using the case of grief, I argue that although MT may be true of pain as such, it is not true of particular pains. I then turn to an examination of the justification provided by Thomas Nagle for offering the MT and find that his argument is inadequate because it depends on an implausible phenomenology of pain experience. I argue it is more plausible to claim, as Kant does, that pain has desire-conditional badness. Finally, I present a Nietzschean argument for the irreducible complexity of badness. I suggest we may be willing to concede pain's badness so readily only because it has not been specified what kind of badness it actually has.
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Weijer, Charles. "Selecting subjects for participation in clinical research : an empirical inquiry and ethical analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ30414.pdf.
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Abu-Shaqra, Baha. "Technoethics and Organizing: Exploring Ethical Hacking within a Canadian University." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32266.
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Ethical hacking is one important information security risk management strategy business and academic organizations use to protect their information assets from the growing threat of hackers. Most published books on ethical hacking have focused on its technical applications in risk assessment practices. This thesis addressed a gap within the organizational communication literature on ethical hacking. Taking a qualitative exploratory case study approach, the thesis paired technoethical inquiry theory with Karl Weick’s sensemaking model to explore ethical hacking in a Canadian university. In-depth interviews with key stakeholder groups and a document review were conducted. Guided by the Technoethical Inquiry Decision-making Grid (TEI-DMG), a qualitative framework for use in technological assessment, findings pointed to the need to expand the communicative and social considerations involved in decision making about ethical hacking practices. Guided by Weick’s theory, findings pointed to security awareness training for increasing sensemaking opportunities and reducing equivocality in the information environment.
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Kachabe, Victor, and Petersson Sarah Kirabo. "Ethical Leadership: Ubuntu and Jantelagen : The influence of Culture in the interpretation of ethical leadershipin Zambia and Sweden." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96214.
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The main purpose of our study was to gain a deeper understanding of how culture influences the interpretation of ethical leadership by both leaders and followers in Zambia and Sweden. The study was conducted using an interpretative narrative inquiry with a small sample of ten participants (i.e. leaders and followers) selected using a purposive sampling method. The participants were drawn from six small and medium local authorities in Sweden (three medium size Kommuns) and Zambia (Two municipalities and one District Council). The empirical data was collected using semi-structured interview guides with interview sessions lasting 45 minutes on average. The data collected was transcribed and analyzed using narrative and thematic analysis. Based on this analysis, we came up with four main themes regarding the interpretation of ethical leadership by leaders and followers, and these are: Morality, Law, Humanity and Nature which constitute our Culture-Ethical Leadership interpretation model. The empirical narratives demonstrated some similarities in the interpretation of ethical leadership between leaders and followers in Sweden and Zambia. The leaders and followers from both countries affiliated ethical leadership to morality, humanity, adherence to the law, and, caring and protecting nature. Our research also led us to conclude that there is a degree of variance in the interpretation of ethical leadership which relates to the differences in the cultural contexts. In Zambia, leaders and followers show high inclination to the law as being ethical which is reflected in Bello (2012)’s statement that failure to follow rules and regulations is a manifestation of unethical leadership while in Sweden, leaders and followers are inclined to high morality and humanity influenced by high levels of trust as narrated by our participants from Sweden.Alumbwe leza!
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Gaon, Stella. "Politics, pedagogy, and the decentred subject, an inquiry into the ethical dimensions of political and educational thought." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58646.pdf.
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Cho, Anna. "The Presence of the Kingdom in the light of the Speech Act Theory (SAT) : an ethical inquiry." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97965.
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Thesis (MTh)--Stellenbosch University, 2015.ENGLISH ABSTRACT: This thesis relates Christian ethics to the presence of the kingdom of God in Jesus’ sayings and to its real meaning and application by reconsidering the religious language of the kingdom of God from the perspective of the Speech Act Theory (SAT). In SAT, the Christian ethical approach to the presence of the kingdom in Jesus’ sayings is not only aimed at reconstructing meanings of the ethics of the kingdom in the form of a propositional morality theme. It also aims at reconstructing the Christian life as the performance of the ethics of the kingdom in daily life, that is, in terms of the presence of God’s kingdom in Jesus’ utterances and its witness. Christians do not merely assert certain facts about God’s sovereignty or God’s kingdom; they address God in the act of committing themselves to God’s kingdom and applying their minds to its righteousness. Since Christian ethics depends on the message of the kingdom proclaimed by Jesus, the essence of interpretation in Christian ethics is therefore to recognize the illocutionary act in the Bible. In SAT, only illocution is able to determine meaning and to act. It also creates the perlocutionary act as an appropriate response in the believer such as trust or obedience. The living Triune God is still speaking to us through Scripture – not in past stories but in the present in order to fulfil God’s will and God’s kingdom. This indicates that Jesus’ preaching about the kingdom of God focuses on what we should do or how we should live as Christians. The Bible is not supposed to be interpreted only in an academic context but should also be performed by the people of God. Consequently, the Christian community should try to discover the momentum and function of the text in order to build up the people of God to live in the world and to participate in the activities of the kingdom of God, not as spectators but as active participants in the present world. It also tells us who God is, and how we ought to live in relation to that God. Christian communities are called to institute policies that alter the settings in which the interpretation of Scripture takes place. In this way, Christian ethics can map out a new moral sensibility and specific directions through the presence of the kingdom of God in the light of SAT.
AFRIKAANSE OPSOMMING: Hierdie tesis vergelyk Christelike etiek met die teenwoordigheid van die koninkryk van God in Jesus se uitsprake en die ware betekenis en toepassing daarvan deur die heroorweging van die godsdienstige taal van die koninkryk van God vanuit die perspektief van Spraak Daad Teorie (“Speech Act Theory (SAT)”). Volgens SAT is die Christelike etiese benadering tot die teenwoordigheid van die koninkryk in Jesus se uitsprake nie net daarop gemik om die betekenisse van koninkryk-etiek te rekonstrueer in die vorm van ʼn proposionele moraliteit-tema nie. Die doel is ook die rekonstruksie van die Christelike lewe as die uitvoering van koninkryk-etiek in die alledaagse lewe, dit wil sê in terme van die teenwoordigheid van die koninkryk van God in Jesus se uitsprake en getuienis. Christene stel nie bloot bepaalde feite oor God se heerskappy of God se koninkryk nie; hulle spreek God aan in die daad van hulself toewy aan die koninkryk van God en hul gedagtes rig op die regverdigheid van dié koninkryk. Aangesien Christelike etiek berus op die koninkryk-boodskap wat Jesus verkondig het, is die essensie van interpretasie in Christelike etiek dus die erkenning van die illokusionele daad in die Bybel. Met SAT kan illokusie bepaal en ook optree beteken. Dit skep ook die perlokusionêre daad as ʼn toepaslike reaksie deur gelowiges, soos vertroue of gehoorsaamheid. Die lewende Drie-enige God spreek steeds deur die Skrif – nie deur stories in die verlede nie, maar in die hede, om God se wil te vervul en God se koninkryk te laat kom. Dit dui aan dat Jesus se prediking oor die koninkryk van God fokus op wat ons behoort te doen of hoe ons as Christene behoort te leef. Die Bybel is nie veronderstel om net in ʼn akademiese konteks geïnterpreteer te word nie, maar moet ook deur God se mense uitgevoer word. Gevolglik behoort die Christelike gemeenskap te probeer om die momentum en funksie van die teks te ontdek, met die oog daarop om God se mense op te bou om in die wêreld te leef en aan die aktiwiteite van die koninkryk van God deel te neem – nie as toeskouers nie, maar as aktiewe deelnemers in die wêreld vandag. Dit vertel ons ook wie God is, en hoe ons behoort te leef in verhouding tot dié God. Christelike gemeenskappe word geroep om beleide in te stel wat die stellings verander waarbinne Skrifinterpretasie plaasvind. Op hierdie wyse kan Christelike etiek ʼn nuwe morele aanvoeling en spesifieke aanwysings deur die teenwoordigheid van die koninkryk van God in die lig van SAT karteer.
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Moffat, Mary I. "Certified Case Managers’ Lived Experiences in Hospital Networks: A Phenomenological Inquiry." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1510574423348934.
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Cronin, Antonia J. "The development and evolution of organ transplantation : an ethical and legal inquiry into the clinical translation of transplant immunobiology." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516336.
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Transplants save lives. Clinical transplantation has a magnificent record, and it has saved the lives of thousands. Sadly, despite its overwhelming clinical success, the enterprise of organ transplantation remains frustrated by a shortage of organs. Demand has outstripped supply. Ultimately, this means that thousands of people, who value their lives, die waiting for a transplant. This is a tragedy, particularly since many, probably most, of these deaths are preventable. Healthcare matters. Not just because of tangible benefit outcome measures, but because it affects people's lives. This is why it is a moral imperative to identify and implement morally acceptable ways in which suitable organs are available for all those in need of a transplant. This thesis takes a synoptic view of organ transplantation, its development and its evolution. It examines the dynamic interplay of regulation, prohibition, and biotechnological innovation that continues to evolve in the arena of transplant immunobiology and clinical transplantation. It challenges the legitimacy of systems of organ donation and transplantation that exist, through critical analysis of underlying theoretical concepts, ethical argument, legal frameworks, transplant biology, and clinical outcome data. Finally, it explores scientific advances in transplant immunobiology and considers whether an extraordinarily sophisticated harmony between nature, adaptation and artificial intervention may make it possible not only to restore complex disease pathology and organ failure, but also to evolve the beings that we are and may become.
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Beveridge, 'Alim J. "The Adoption of Social Innovations by Firms: An Inquiry into Organizational Benevolence." Case Western Reserve University School of Graduate Studies / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=case1373079065.
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Abu-Shaqra, Baha. "Technoethics and Sensemaking: Risk Assessment and Knowledge Management of Ethical Hacking in a Sociotechnical Society." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40393.
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Cyber attacks by domestic and foreign threat actors are increasing in frequency and sophistication. Cyber adversaries exploit a cybersecurity skill/knowledge gap and an open society, undermining the information security/privacy of citizens and businesses and eroding trust in governments, thus threatening social and political stability. The use of open digital hacking technologies in ethical hacking in higher education and within broader society raises ethical, technical, social, and political challenges for liberal democracies. Programs teaching ethical hacking in higher education are steadily growing but there is a concern that teaching students hacking skills increases crime risk to society by drawing students toward criminal acts. A cybersecurity skill gap undermines the security/viability of business and government institutions. The thesis presents an examination of opportunities and risks involved in using AI powered intelligence gathering/surveillance technologies in ethical hacking teaching practices in Canada. Taking a qualitative exploratory case study approach, technoethical inquiry theory (Bunge-Luppicini) and Weick’s sensemaking model were applied as a sociotechnical theory (STEI-KW) to explore ethical hacking teaching practices in two Canadian universities. In-depth interviews with ethical hacking university experts, industry practitioners, and policy experts, and a document review were conducted. Findings pointed to a skill/knowledge gap in ethical hacking literature regarding the meanings, ethics, values, skills/knowledge, roles and responsibilities, and practices of ethical hacking and ethical hackers which underlies an identity and legitimacy crisis for professional ethical hacking practitioners; and a Teaching vs Practice cybersecurity skill gap in ethical hacking curricula. Two main S&T innovation risk mitigation initiatives were explored: An OSINT Analyst cybersecurity role and associated body of knowledge foundation framework as an interdisciplinary research area, and a networked centre of excellence of ethical hacking communities of practice as a knowledge management and governance/policy innovation approach focusing on the systematization and standardization of an ethical hacking body of knowledge.
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Ashfaq, Muhammad. "The crime of aggression : a critical historical inquiry of the just war tradition." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/13671.
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Why has international society been unable to develop political and judicial collective-security arrangements to limit external aggression? The thesis argues that efforts to limit aggression in moral and legal theory have created an unjust order in which great powers have used these theoretical traditions to reinforce their power in the global order. The thesis argues that is not a new development but can be found in one of the oldest traditions of moral reflection on war, the just war tradition. To substantiate this point, the thesis critically surveys the philosophers of the ancient Greek, Roman, Medieval Christian Renaissance, and early modern theorists of just war and demonstrates that their just war ideas contain assumptions about exclusion, identity and power reflecting their cultural superiority which underlie the practices and theories of the leading states and justifications of their aggressive wars. The thesis connects these moral reflections to the emergence of modern international law and the European pluralist international society of states based on mutual respect for sovereignty and the norm of non-intervention, highlighting how justifications of its colonial aggression against non-Europeans established an unjust solidarist order against them which persists in the post-Cold War era. To conclude it presents suggestions for improvement in the current pluralist international arrangements to address the issue of aggression.
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Brand, Robert Christian. "The King Commission live : an examination of the legal and ethical considerations involved in broadcasts of judicial proceedings." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52545.
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Thesis (MA)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: The controversy around the broadcasting of court proceedings has reigned in the United States since the 1950s, reaching a peak with the trial of O.J. Simpson, widely interpreted as an example of the destructive effect of a "media circus" on the administration of justice. In many other U.S. courtrooms, however, television and radio journalists do their work unobtrusively, professionally and to the benefit of their viewers and listeners. The King Commission of Inquiry into allegations of match-fixing in cricket gave South Africa its first experience of television and radio coverage of judicial proceedings, and lay the basis for a more liberal approach to electronic coverage of courts. The Constitution protects freedom of expression, including the freedom to receive and impart information. This has been interpreted by the High Court as conferring on radio journalists the freedom to record and broadcast the King Commission's proceedings. It is argued in this study that the High Court's reasoning could be applied with equal force to television, and to coverage of the courts. It is suggested a trial period of electronic coverage of courts, under clear guidelines for journalists and legal practitioners, may provide greater clarity on the desirability of allowing electronic coverage of courts on a permanent basis.
AFRIKAANSE OPSOMMING: Die netelige vraagstuk rondom die uitsaai van hofverrigtinge het alreeds in the vyftigerjare van die vorige eeu in die Verenigde State ontstaan. Die vervolging van O.J. Simpson was 'n hoogtepunt in die debat. Dié saak word gereeld voorgehou as 'n voorbeeld van die nadelige effek wat 'n "mediasirkus" op die regsproses kan uitoefen. Maar in baie ander Amerikaanse howe doen radio- en televisiejoernaliste hulle werk sonder steurnis, professioneel, en ten voordeel van hul luisteraars and kykers. The Kingkommissie van Ondersoek na beweringe van oneerlikheid in krieket was Suid-Afrika se eerste ervaring van elektroniese dekking van 'n regterlike proses, and kan moontlik die basis vorm vir 'n meer liberale benadering tot elektroniese dekking van howe. Die Grondwet waarborg vryheid van uitdrukking, insluitende die vryheid om inligting uit te stuur en te ontvang. Die Hooggeregshof het onlangs beslis hierdie vryheid beteken radiojoernaliste mag die verrigtinge van die Kingkommissie opneem en uitsaai. In hierdie studie word geargumenteer dat die Hooggeregshof se beslissing ook van toepassing kan wees op televisie, en op hofverrigtinge. Daar word voor die hand gedoen dat Suid- Afrikaanse howe vir 'n proeftydperk elekroniese dekking van hofverrigtinge toelaat, met streng reëls vir joernaliste en regspraktisyns. So 'n proefneming kan dalk groter duidelikheid verskaf oor die voor- en nadele van televisie- en radiodekking van howe op 'n permanente basis.
24
McClure, Anne Carey. "Ritualized Futility via Clinical Momentum at the End of Life in the Intensive Care Unit:An Ethical Inquiry into Moral Distress in Nurses as a Response to a Culturally MediatedHealthcare System Failure." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587082543896911.
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25
Brown, Kevin J. "An inquiry into the economics and ethics of residential integration." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3138/.
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This thesis is an inquiry into the economics and ethics of residential integration. Efforts to integrate otherwise segregated black and white households in the United States over the last 40 years has been met with legitimate skepticism. Primarily, there is an absence of evidence as it relates to whether neighborhoods cause disadvantage (neighborhood effects) in addition to a lack of evidence related to whether “mixing” actually produces adequate social benefits for those being moved or for society as a whole. I intend to move the conversation forward by presenting two additional considerations. First, in the economic paradigm, it is useful to explore the issue of segregation through what has been described as adverse impacts occurring in the wake of a market failure (“subprime financial crisis”). Second, there are ethical considerations relevant to the integration discussion that offer new norms by which to engage and advance our approach to residential integration and endeavors to mix. This thesis makes a contribution to knowledge by explicating these two points and ultimately providing a more morally capacious evaluative framework by which to appraise this complex social issue.
26
Hoover, Joseph. "Reconstructing human rights : a pragmatic and pluralist inquiry in global ethics." Thesis, London School of Economics and Political Science (University of London), 2011. http://etheses.lse.ac.uk/329/.
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This work sets out to critically reconstruct human rights as both an ethical ideal and a political practice. I critique conventional moral justifications of human rights and the related role they play in legitimating political authority, arguing that the pluralism and political content of human rights cannot be eliminated. I reconstruct the relationship between ethics and politics through an engagement with pragmatist and pluralist moral theory, which I then develop into a democratising account of human rights by incorporating work on agonistic democracy. The resulting view of human rights is situated and agonistic, seeing the act of claiming human rights as a political act that makes demands on the social order in the name of a particular ethical ideal. Rather than seeing the political act of claiming rights as undermining human rights as universal moral principles, it becomes essential to global ethics as such. The international political aspect of rights is then examined by looking to the drafting of the Universal Declaration of Human Rights in historical context, and contrasting human rights practice as expressed in popular social movements with conventional state-centric and legalist accounts. In the end the defence of human rights that is offered aims to preserve the transformative power of human rights claims, their democratising content, while undermining their totalising tendency, in which a singular conception of humanity provides certain moral principles to legitimate political authority.
27
Doody, Sean T. "The Politics and Ethics of Food Localism: An Exploratory Quantitative Inquiry." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4120.
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The local food movement has become a prominent force in the U.S. food market, as represented by the explosive expansion of direct-to-consumer (DTC) marketplaces across the country. Concurrent with the expansion of these DTC marketplaces has been the development of the social ideal of localism: a political and ethical paradigm that valorizes artisanal production and smallness, vilifies globalization, and seeks to recapture a sense of place and community that has been lost under the alienating conditions of capitalism’s gigantism. Supporters of localism understand the movement to be a substantial political and economic threat to global capitalism, and ascribe distinct, counter-hegemonic attributes to localized consumption and production. However, critics argue that localism lacks the political imagination and economic power to meaningfully challenge global capitalism, and that it merely represents an elite form of petite bourgeois consumption. While scholars have debated this issue feverishly, there is a dearth of empirical cases measuring whether or not actual local consumers understand their local consumption within the political and ethical frame of localism, leaving much of the discussion in the realm of esoteric theorizing. This study seeks to uncover whether or not local consumers interpret their local consumption habits within localism’s moral framework by using an original survey instrument to gather primary data, and conducting an exploratory quantitative inquiry.
28
Bürgler, Lilian. "Speak: what ought I to ________? freedom revealed in radical inquiry /." Diss., Connect to the thesis, 2005. http://hdl.handle.net/10066/686.
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29
Funke, Michael. "Weakness of Will: An Inquiry on Value." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5847.
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One dominant scientific view holds that willpower is a type of muscle which can be weakened through use in the short term and strengthened through use over time. However, evidence from neuroscience, social psychology and behavioral economics suggest that willpower is regional, subverted through desire and strengthened by strategy--these are features a muscular account would not predict. It is better to think about willpower as a skill with a physiological component. Willpower strategies extend the brute effort of self-control through the use of reason and have the practical effect of increasing self-regulation. Willpower is "worth wanting" because there is a gap in our given desires and our evaluations. In general willpower is the skill responsible for extending the motivational force of evaluations to overcome the motivational force of other interests. Of course, willpower can be used in the service of evil, but in general it is a power we would prefer to have.
Interestingly, not all cases of weakness of will are, on balance, bad. As a practical matter weakness of will is a crucial element of developing willpower skills over time. Just as a skilled batter relies on failures to teach what is required for good hitting, willpower failures are an important element in developing habits for success. Additionally, the motivational failure of evaluation built in to weakness of will requires a commitment to practical claim that one can choose how to act in ways not dictated by given desires. This commitment to the importance and viability of evaluation is a crucial component of having a moral perspective in a natural system and weakness of will is a signifier of this foundational element of a practical perspective.
30
Kibar, Sibel. "An Inquiry On Justice: Bases, Bearers And Principles." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613484/index.pdf.
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One of the prevalent notions in the late twentieth century&lsquos political philosophy, justice lies at the heart of ethics, politics and jurisprudence. In this study, while I insist on the dominion of politics and the economic mode of production over morality and law, I consider the ethical realm to be also very important in justifying political movements and transformations. Defining the concept of justice plays a role more or less in the realization of justice on the Earth. I try to reveal the bases of justice in the second chapter. My attitude can be defined as foundationalism and realism molded with historical materialism. Subsequently, I attempt to deal with the bearers of justice
i.e., individuals, institutions, or structures. The contemporary political theories on justice pay attention to the notion of the individual and the faculty of rationality. Although I admit the role ofindividuals in ensuring justice, social structures are the main bearers of justice. In the fourth chapter, I cover the main principles or pillars of justice, namely, equality, freedom, and rights. Equality can be classified as legal, political, social, economic and moral. I claim that economic equality is the principal one among others since economic inequality usually generates other inequalities. Economic equality can be satisfied through just production in which alienation and exploitation do not take place. Absence of exploitation is also required for realization of freedoms and human rights. Thus, I propose the principle of absence of exploitation as a primary justice principle, which is necessary but not sufficient to eradicate injustices in the world.
31
Langby, Martin. "Reflexive Toleration : A Critical Inquiry into Rainer Forst’s Theory of Toleration." Thesis, Uppsala universitet, Etik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-322978.
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This master’s thesis provides a critical inquiry into Rainer Forst’s theory of toleration, including a descriptive section and a normative critical stance of said theory. Being placed in the tradition of critical theory, also applied as the theoretical framework, and using a hermeneutics methodology when approaching the material, the aim is to provide a close reading of Forst’s texts. The research question of the thesis is What are the possibilities and limits of Forst’s theory of toleration when applied to a democratic political community? The descriptive section of Forst's theory of toleration includes sections comprising of what constitutes the domain of toleration, the components and foundation of toleration, and toleration in relation to virtue and politics. In essence, Forst proposes a principle of justification as the foundation of toleration, mainly derived from his political theory of justification, practiced in a reciprocal and universal manner of the participants in a system combined with a reflexive component. The critique includes components of toleration in relation to the need of tradition, ambivalence in relation to the claims of the intolerants, and how spontaneity is needed in contrast to the mechanistic view mainly proposed by Forst. Other sections of the critique include the relation of toleration and whom can participate in the domain of it, inter- and intra-group deviances regarding power and perspective, but also a discussion of toleration and religious minorities – mainly focused on bodily integrity. The critique includes the suggestion that one should approach the question of toleration from a discursive virtue ethics position, a stance that should be developed further during future research. The discussion at the end of the thesis includes a section of the future of toleration and a self-reflexive discussion of theory in relation to the thesis.
32
Gardelli, Viktor. "To Describe, Transmit or Inquire : Ethics and technology in school." Doctoral thesis, Luleå tekniska universitet, Pedagogik språk och Ämnesdidaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-25919.
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Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world. Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education. The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive ethics approach, the value transmission approach, and the inquiry ethics approach – and studies in what way (if at all) they are prescribed by the national curriculum for the Swedish compulsory school, how they relate to students’ moral reasoning about technology choices and online behaviour, and what pedagogical merits and disadvantages they have. Hopefully, this both contributes to reducing the ambiguities of the field, and to answering the question of how ethics should be dealt with in education.The descriptive ethics approach asserts that school should teach students empirical facts about ethics, such as what views and opinions people have. The value transmission approach holds that school should mediate some set of predefined values to the students and make sure the students come to accept these values. The inquiry ethics approach is the view that school should teach students to reason and think critically about ethics and to engage in ethical inquiry.The role of ethics in the curriculum has not been studied in light of the above distinction, in prior research, and such an investigation is undertaken here. The results suggest that ethics has a prominent, but complicated, role in the Swedish national curriculum. Although no explicit distinction is drawn or acknowledged in the curriculum, all three approaches are prescribed throughout the curriculum, albeit to different degrees. In the general section of the curriculum, the value transmission and inquiry ethics approaches are more extensively prescribed than the descriptive ethics approach. It was found that most of the syllabi contained explicit references to ethics, while some only contained implicit references to ethics, and two syllabi lacked references to ethics altogether. In the syllabi, the inquiry ethics approach is the most dominant, both in the sense of being present in the most syllabi, and in the sense of being more strongly prescribed in many of the syllabi where several approaches occur. The value transmission approach has the weakest role in the syllabi. In total, the inquiry ethics approach is the approach most strongly prescribed by the curriculum. But prior research has shown that inquiry ethics is very rarely implemented in the classroom. In this thesis, it is found that the inquiry ethics and the value transmission approaches are incompatible, given certain reasonable interpretations, which makes the finding that inquiry ethics is rarely implemented less surprising, since value transmission is practiced in schools.The students, in their moral reasoning about technology choices, reasoned in accordance with several classical normative theories – including consequentialism, deontological ethics and virtue ethics – and in doing so, they expressed reasoning that in the discussion is found to be in conflict with the values of the value foundation in the curriculum. These findings complement earlier findings, for example that students in their actions contradict the value foundation, by adding that such conflicts also exist in their reasoning. The existence of these conflicts is found to be problematic for a value transmission approach.Many of the students defended very restrictive views on disclosing personal information online, and prior research as well as the present data has shown that adults typically hold views that are very similar to these, concerning how they think that young people ought to act online. On the other hand, youths’ actual online behaviour, as reported in earlier studies, differs considerably from this. In line with this, the students also seemed to endorse a form of private morals view, according to which moral choices are simply up to one’s own taste, which would yield an escape exit from the restrictive views mentioned above, and permit any behaviour. In the discussion, it is argued that this is the result of an attempt at value transmission from the grown-up community, probably including teachers, which might seem to work, since the students claim to hold certain views, but which likely instead constitutes a false security, since these values are not actually accepted, but only paid lip service to, and the adults are therefore wrong in their belief that the students are protected by a certain set of values (that they think the students are upholding), since the students in fact do not uphold, and therefore do not act based upon, these values. This situation risks making the students more vulnerable than had no value transmission attempt been taken in the first place. Hence, the attempted value transmission runs the risk of counteracting its purpose of helping the students acquire a safe online behaviour.Throughout the moral reasoning mentioned above, extensive variations in the students’ reasoning were found, both interpersonally and intrapersonally, both in the decision method and in the rightness criterion dimensions, as well as in between the dimensions. The existence of such variations is a novel finding, and while possible applications in future research are discussed, it is also noted that this existence constitutes a reason to question the successfulness of both the value transmission and the inquiry ethics endeavours of the educational system.The results and discussions described above highlight the importance of investigating the merits of the different approaches. Several arguments that arise from the material of this thesis are presented, evaluated and discussed. The ability of each approach to fulfil some alleged key aims of ethics education is scrutinised; their abilities to educate for good citizenship, to educate for quality of life of the individual, and to facilitate better educational results in other subjects are all investigated, as well as the ability of each approach to help counteract the influence from online extremist propaganda aimed at young people and to promote safe online behaviour in general.It is concluded that the inquiry ethics approach has the strongest support from the material of this thesis. Some consequences for school practice are discussed, and it is concluded that changing the role of ethics in the curriculum would be beneficial, downplaying the role of value transmission and further increasing, and making more explicit and clear, the role of inquiry ethics. It is also shown that there are strong reasons for the inclusion of a new subject in the Swedish compulsory education with special focus on ethics. Some possible causes, and some consequences, of this is discussed.Godkänd; 2016; 20160518 (vikvik); Nedanstående person kommer att disputera för avläggande av filosofie doktorsexamen, Namn: Viktor Gardelli Ämne: Pedagogik / Education Avhandling: TO DESCRIBE, TRANSMIT, OR INQUIRE Ethics and technology in school Opponent: Gudmundur Frimannsson, School of Humanities and Social Sciences, Faculty of Education, University of Akureyri, Akureyri, Island, Ordförande: Professor Eva Alerby Institutionen för konst, kommunikation och lärande Luleå tekniska universitet Tid: Fredag den 2 september 2016, kl. 10.00 Plats: D770, Luleå tekniska universitet
33
Bedke, Matthew. "Meta-normativity: An Inquiry into the Nature of Reasons." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194231.
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The most important questions we ask are normative questions. And the most fundamental normative questions are couched in terms of reasons: What do I have reason to do? and What do I have reason to believe? Although not always explicitly about reasons, I take it that much of normative philosophy at least implicitly offers first order normative answers to such questions. But stepping back, we can ask what these questions and answers are about - what are reasons anyway? This dissertation addresses those meta-normative questions, questions about the conceptual structure, semantics, ontology and epistemology of reasons. In the inquiry to come, chapters 1 and 2 consider the conceptual structure and core semantics of reasons. I argue that all reasons-internal reasons grounded in motivational states, external reasons connected to morality, epistemic reasons for belief, whatever--share the same conceptual structure and core semantics, so they all will stand or fall together when it comes to questions of reason truths and facts. In chapters 3-5 I argue that reason discourse has realist purport because reason judgments feature cognitive and belief-like attitudes about the way the world is, normatively speaking. To vindicate normativity's realist purport would require an ontology of favoring relations flowing from considerations in the world to actions and attitudes of various agents. So in chapters 6 and 7 I consider such an ontology. Unfortunately, favoring relations do not fit into the emerging naturalized view of the world. To make matters worse, based on the kinds of reasons we accept, there are no good reasons for admitting non-natural favoring relations in to the ontology. Reasons cannot bear their own survey. As a result, this dissertation culminates in a revisionary semantics, discussed in chapter 8, whereby I suggest we all adopt a fictive stance toward propositions about any kind of reason. In the end, we can preserve reason discourse and its characteristic roles in our lives so long as we are disposed to avow irrealism about reasons in critical contexts.
34
Coats, Cala R. "Engaging Lives: a Nomadic Inquiry Into the Spatial Assemblages and Ethico-aesthetic Practices of Three Makers." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500105/.
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This research is a nomadic inquiry into the ethics and aesthetics of three makers’ social and material practices. Deleuze’s concept of the nomad operated in multiple ways throughout the process, which was embedded in performative engagements that produced narratives of becoming. Over four months, I built relationships with three people as I learned about the ethico-aesthetic significance of their daily practices. The process started by interviewing participants in their homes and expanded over time to formal and informal engagements in school, community, and agricultural settings. I used Guattari’s ecosophical approach to consider how subjectivity was produced through spatial assemblages by spending time with participants, discussing material structures and objects, listening to personal histories, and collaboratively developing ideas. Participants included a builder who repurposed a missile base into a private residence and community gathering space, an elementary art teacher who practiced urban homesteading, and a young artist who developed an educational farm. The research considers the affective force of normalized social values, the production of desire by designer capitalism, and the mutation of life from neoliberal policies. Our experiences illuminate the community-building potential of direct encounters and direct exchanges. The project generates ideas for becoming an inquirer in the everyday and reveals possibilities for producing pedagogical experiences through collective and dissensual action. Ultimately, the project produces hope for performative and anti-disciplinary approaches to education, rupturing false divisions that fragment the force of thought, to produce, instead, aesthetic experiences that privilege processes and are based in direct and collective engagements with life.
35
Yacek, Douglas W. "Transformative Education: A Philosophical Inquiry." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500072204487494.
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Willatt, Alice Matilda. "An inquiry into the ethics, politics and practices of care in a community kitchen." Thesis, University of Bristol, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.752804.
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Grant, Candace. "Improving business and ICT ethics education : the potential of positive psychology and appreciative inquiry." Thesis, De Montfort University, 2016. http://hdl.handle.net/2086/13117.
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Unethical behaviour is affecting societal behaviour and impacting business success. Information and Communication Technology (ICT) is increasingly adopted across businesses and for personal use and insufficient attention is paid to the impact of unethical practices in the use of ICT on various stakeholders involved. ICT professionals are well positioned to provide guidance to ICT users and decision makers but they need help. While they have the knowledge and skills in ICT, they also need a sense of professional responsibility towards their stakeholders and a moral attitude to help them understand how unethical practices in ICT can affect others and the ability to make good decisions in the use of ICT. Ethics education has been shown to be effective for other professions and this research project builds and tests a model based on current good practices found to be effective in ethics education. More specifically, it adopts a Positive Psychology perspective, not previously used in ICT ethics education, looking at what is working well and examines the use of a Positive Psychology approach, namely Appreciative Inquiry (AI) which has been found elsewhere to be an effective method to motivate change. This research project tests the impact that an Appreciative Inquiry included in a computer ethics class has on the development of moral attitude. The project had a quasi-experiment design with a large sample of over 400 participants (undergraduate Information Technology Management students) using both a control and treatment group to determine the effect of AI on the changes in moral sensitivity and moral judgment of the participants. One well validated survey tool and one developed specifically for ICT, the Defining Issues Test 2 and the IMIS Survey, respectively, were used to test changes from the beginning to the end of each course. The study findings demonstrate that a well-developed ethics course, adopting good practices, produced significant changes in the moral attitudes of the participants. The adoption of AI in the treatment group produced significant changes in elements of the student’s moral judgment validated by both the pre-and post-analysis and instructor observations. Thus taking a Positive Psychology approach to ICT ethics is a useful innovation to ethics education. The project has also demonstrated that AI may have significant potential for ethical education across professions and business at large.
38
Yazicii, Asli. "An Inquiry Concerning The Place Of Emotions In Virtue Ethics (a Comparison Between Aristotle And Kant)." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606742/index.pdf.
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This dissertation examines the claim that, unlike utilitarianism and deontology, virtue ethics ascribes a positive role to emotions in moral evaluation by taking them as the constituents of moral goodness and moral value. I wish to identify the limit and scope of this claim and to show what kind of emotion theory is suitable for explaining the essential features of virtue ethics. To do so, I defend some kind of cognitivism, the cognitive-affective theory of emotion, as the most suitable theory for virtue ethics. I argue that the moral significance that virtue ethicists assign to emotions can only be explained by such a holistic and non-reductionist account of emotions. In order to demonstrate how the virtue ethicists&rsquopositive treatment of emotions with respect to moral evaluations works in theory, I have looked at Aristotle&rsquo
s theory of emotions and ethics, paying special attention to his notion of the &lsquo
mean relative to us.&rsquo
We shall see that the &lsquo
mean relative to us,&rsquo
which entails the existence of suitable emotions being felt by the moral agent, is justified on the basis of such an idea. The other main purpose of this dissertation is to examine whether Kant&rsquo
s ethics is compatible with virtue ethics. My interpretation is that Kant&rsquo
s position on emotions oscillates between the negative and the instrumentalist view, while Aristotle&rsquo
s view is moralist. I will argue that even the most celebrated Kantian feeling of respect does not fall under the moralist position. Although Kant recognizes emotions as morally relevant in the determination of duties of virtue, the kind of roles he assigns to them are merely aesthetic, instrumental, or ornamental and regulative, all of which are secondary to pure practical reason. But, in virtue ethics, emotions and feelings play actual causative roles. They can both influence and be influenced from reason in the determination of virtuous actions
they are therefore both causally active and morally valuable in moral actions.
39
Mueller, Monica Elizabeth. "An inquiry into the relationship between thought and action interpreting phronesis /." Diss., Online access via UMI:, 2009.
Find full text
40
Fouche, J. B. "Trust and business : an inquiry into the functioning of trust in business." Thesis, Stellenbosch : Stellenbosch University, 2006. http://hdl.handle.net/10019.1/20838.
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Thesis (MBA)--Stellenbosch University, 2006.ENGLISH ABSTRACT: The last decade has seen a continuing erosion of trust in business. Companies inability to realise trust in practice has created public cynicism and mistrust. This eruption of mistrust compelled business to ask why trust has become as issue of concern and how one can re-establish trust in commerce. The study will investigate the functioning of the concept of trust in business. Our hypothesis is that a move from mistrust to trust in the current business environment is only possible through a change in our understanding of ethics. A mere change in business processes or a tightening of corporate governance and compliance will not help us to move away from the culture of suspicion that is negatively influencing our business environment. We will propose the work of Emmanuel Levinas as an ethical alternative to the de-ontological and teleological approaches that are currently dominating our understanding of business ethics. Using some of his key concepts we construct what we call an 'embodied trust'. This form of trust is grounded in responsibility towards the other, and not in the rational sentiments of the egotistical subject. We complement this more philosophical approach to trust by building a business case for it by looking at the way it functions in various business instances. We acknowledge that a lot of what we have discussed is already an implicit part of what is happing in the business community. By looking at issues such as integrity, transparency I leadership, corporate culture, stakeholders, corporate social responsibility, branding and corporate governance, we highlight the existing forms of trust that already adhere to the discussed ethical requirements, and indicate the direction that business needs to take to cultivate this kind of trust in all its business processes. We conclude our study by giving two examples that will serve as illustration of our argument. The first being Regal Bank as an example of 'embodied mistrust' and the second being Allan Gray as an illustration of 'embodied trust'.
AFRIKAANSE OPSOMMING: Die laaste dekade is gekenmerk deur 'n voortdurende erosie van vertroue in die sakewereld. Maatskappye se onvermoe om in die praktyk vertroue te skep, het verder bygedra tot openbare sinisme en wantroue in sakepraktyke. Hierdie ontploffing van wantroue het organisasies genoop om te besin oor waarom vertroue so 'n belangrike kwessie is, en oor hoe om dit te herstel. Hierdie studie . ondersoek die wyse waarop die konsep van vertroue in besigheid funksioneer. Dns hipotese is dat die verskuiwing van wantroue na vertroue in die heersende besigheidsomgewing aileen moontlik is deur 'n veranderde begrip van etiek. Die blote verandering in besigheidsprosesse of 'n verskerping van korporatiewe beheer en nakoming van reels sal cns nie help om weg te beweeg van 'n kultuur van agterdog wat besig is om cns besigheidsmilieu negatief te be"(nvloed nie. Ons stel die werk van Emmanuel Levinas as 'n etiese alternatief voar om die de-ontologiese en teleologie5e benaderings te vervang wat tans cns beg rip van besigheidsetiek oorheers. Deur van sy sleutelbegrippe te gebruik, konstrueer ons wat ons noem 'n 'beliggaamde vertroue'. Hierdie vorm van vertroue is gegrond in verantwoordelikheid teenoor die ander en nie in die rasionele trekke van die egotisiese subjek nie. Ons komplementeer ons filosofiese benadering tot vertroue met 'n praktiese kyk op hoe dit funksioneer in verskillende besigheidsprosesse. Baie van dit wat ons bespreek, is reeds implisiet deel van dit wat gebeur in die bre;; besigheidsgemeenskap. Deur te kyk na sake soos integriteit, deursigtigheid, leierskap, korporatiewe kultuur, belanghebbendes, korporatiewe sosiale verantwoordelikheid, handelsmerke en korporatiewe beheer, wys ons uit hoe bestaande vorme van vertroue reeds voldoen aan ons voorgestelde etiese voorwaardes. Hiermee saam gee ons ook die rigting aan waarin besigheid moet ontwikkel om die tipe vertroue deel te maak van al sy besigheidsprosesse. Ons sluit die studie af deur twee voorbeelde te gee ter illustrasie van ons argument. Die eerste is die van Regal Bank as 'n voorbeeld van ' beliggaamde wantroue' en die tweede is die van Allan Gray as 'n illustrasie van 'beliggaamde vertroue'.
41
Leach, Adam. "Nietzsche and moral inquiry : posing the question of the value of our moral values." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/21801/.
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The continued presence and importance of Christian moral values in our daily lives, coupled with the fact that faith in Christianity is in continual decline, raises the question as to why having lost faith in Christianity, we have also not lost faith in our Christian moral values. This question is also indicative of a more pressing phenomenon: not only have we maintained our faith in Christian values, we fail to see that the widespread collapse of Christianity should affect this faith. To tackle this latter phenomenon, I claim, we have to pose the Nietzschean question of the value of our moral values, so as to see that this value can be a possible object of questioning. In chapter one, I consider different approaches found in the history of moral philosophy that look like potential candidates for this task. I argue that, ultimately, the task requires simultaneously taking our familiarity with Christian moral values as both sui generis and a questionable phenomenon. In chapter two, I articulate in detail the sui generis nature of this familiarity with moral values,in terms of the phenomena of habituation and sedimentation. In chapter three, I consider the possibility of estrangement that is built into our familiarity with moral values, by focusing on the role of cognition. I demonstrate how cognition, in the form of self-consciousness, can disrupt the sedimented, habituated nature of our moral values through a form of ironic disruption. In chapter four, I develop this account by considering the possibility of an appeal to an alternative moral outlook. To do so, I draw upon the structural isomorphism that is present between the process of estrangement and a rite of passage.
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Johansson, Megan. "Teachers' Lived Experiences of the Virtual Learning Environment: A Phenomenological Inquiry." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85127.
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This research project is about the lived experiences of upper secondary school and adult education teachers from a remote region of Sweden, during the global pandemic of 2020 – 2021. Educational change can be understood in terms of experiences, through listening to teachers’ voices, which have the capacity to bring new knowledge for future usage of digital platforms in education. Teaching is an embodied experience and opportunities for movement have become limited in the virtual learning environment. A radical change in the methods of communication has also occured, in particular the verbal and non-verbal clues of oral interaction, which differ in physical and virtual classrooms. Interpersonal relationships have been shown to be of the utmost importance for successful learning, and these need to be formed and maintained both online and offline. Some students are at risk of falling behind academically and socially due to remote learning. The research has shed light on this situation and illustrates how governments should work effectively with teachers to ensure that all students can succeed, regardless of individual setbacks experienced during the global pandemic. This is an ethical responsibility of importance to ensure that no student will be disadvantaged as a result of remote learning.
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Duff, Heather Anne. "Visiting Griffin at the confluence of playwriting, ethics, and spirit : towards poet(h)ic inquiry in research-based theatre." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59340.
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Poet(h)ic inquiry is a pedagogical space of inquiry at the confluence of playwriting, ethics and spirit, in the context of research-based theatre. It is an inquiry about presences and absences: the yu-mu (Aoki, 2000) within ethico-spiritual dilemmas, with respect to (1) an ethic of meaning, (2) individual and social justice, (3) aesthetic values, (4) an ethic of respect (Tuhiwai Smith, 2005) regarding authorship, and (5) integrated ethical relationality in contexts of teaching-learning-creativity-playwriting-knowing. Within arts-based research, there are notable ethical gaps (Boydell et al., 2012; Gallagher, 2007b; White & Belliveau, 2010) related to a quest for ethicality (Denzin, 2006; Norris, 2009), meaning (Frankl, 1946/2004), and hope-based, emancipatory pedagogy (Freire, 2006) within located social justice. Research-based theatre (Belliveau, 2015; Goldstein, 2012; Lea & Belliveau, 2015; Lea at al., 2011; Norris 2009; Prendergast & Belliveau, 2013; Saldaña, 2005, 2011), which aims to balance aesthetics with instrumental purposes (Jackson, 2005), is well positioned for ethics-situated inquiry, within a plethora of psycho-spiritual, socio-political, and geo-historical contexts.
My dissertation play, Visiting Griffin, expresses the interplay between memory and present time. While visiting an absent student actor in a hospital wing, Blythe, a director/drama teacher, inquires poet(h)ically on a thread of memories through the lens of playwriting –incorporating various art forms, genres, literacies and modalities (Siegel, 2006). Scenes depict a paradox of presence-absences: yu-mu (Aoki & Jacknicke, 2000, p. 3), within particular ethical dilemmas across time and place, towards a (possibly redemptive) visit to Griffin, who is both character and metaphor in connection with the notion of self-other: hito (Aoki, 1995, p. 6). Chorus-like, supporting characters, Henriette and Mabel, offer a bilingual presence-absence in counterpoint to Dancer, who embodies a literacy of silence. Themes emerge from Visiting Griffin such as exile and return, expatriation and repatriation, and the cost of social justice. I explore my ethics criteria in dynamic poet(h)ic relationality from various perspectives. Aesthetics in poet(h)ic inquiry is linked to sub-textuality, how theme and meaning are reflected within multi-modalities, and what constitutes aesthetic knowing. Beyond Visiting Griffin, ‘redemptivity’ may be realized as a point of departure, through integrated poet(h)ical relationality on the stage of life.Education, Faculty of
Graduate
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Garg, Shantanu. "Foundations of a Political Identity: An Inquiry into Indian Swaraj (Self-Rule)." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/891.
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India is celebrated as the largest democracy in the world but is it truly democratic? Is it the nation-state that its founder’s envisioned it to be? Has it addressed it ancient issue of social diversity?
This paper seeks to assess the present problem faced by the Indian Democracy; problems based on India’s inherent social diversity. Furthermore the paper seeks to recommend a solution based on Amartya Sen’s Open Impartiality approach that will allow the country to reassess its democratic platform. The paper also aims at providing a starting point to execute Sen’s approach by exploring the vision of two of India’s independence leaders: Mohandas Karamchandra Gandhi and Rabindranath Tagore.
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Lin, Chia-Fan. "Environmental discourse on ethics, society and law : an inquiry from the point of view of Jürgen Habermas's theory of modernity." Thesis, University of Aberdeen, 1997. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU483234.
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Environmental problems cause people to think and look for change. In this context, the so-called deep environmental discourse emerges in order to address the problem in 'deep' terms. Within it, there are two dominant approaches: the axiological and spiritual approaches. The former commits itself to arguing for an extension of our moral relations to the natural environment, while the latter stresses a need for a reopening for our communication with nature. However, both approaches are accused of naturalism and scientism. In addition, the axiological approach tends inevitably towards a metaphysical mode of thinking, while the spiritual approach is inclined to thinking in terms of myth. The results of these approaches is that the critical potential of the deep environmental discourse is lost. In this project, I apply Heberman's theory of modernity to restore and re-establish the critical potential of the deep environmental discourse. The green ideas of 'intrinsic value of nature' and 'unity with nature' can be reformulated as a postmetaphysical mode of thinking without metaphysical and spiritual implications. The idea of 'reconciliation with nature' can be defused since a comprehensive conception of rationality, i.e., communicative rationality, can replace a restricted conception of rationality, i.e. purposive rationality. Deep thinking is then directed towards a critique of the philosophy of the subject embodied in a form of simple modernity. The normative thrust of the deep environmental discourse is identified with reflexive modernity. Contrary to the spiritual approach, a reconstructed deep position is not opposed to modernity. In addition, in contrast to the axiological approach, a reconstructed position is not confined to simple modernity. Methodologically speaking, the limitation of simple modernity can be analysed in terms of a critique of the philosophy of consciousness by the philosophy of language. In terms of social theory, simple modernity is confined to a one-sided rationalisation resulting in the 'colonisation of systems over the lifeworld'. In terms of legal theory, simple modernity is exhibited in the limited understanding of law in both normative and descriptive perspectives.
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Sweep, Femke. "The Future of Data Collection : A Speculative Design Inquiry Into the World ofPersonal Devices and Surveillance." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-77550.
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This paper will investigate both modern and potential future methods of data collection and analysis. The research was conducted through qualitative research practices such as an autoethnographic recounting of a personal privacy scare on a mobile device, personal interviews regarding the individual’s own online data, and observed reactions to relevant instances regarding for instance surveillance apps. This research was done while considering a wide breadth of texts and articles relevant to the question of what things like dataveillance look like today, how they affect our lives and how they may take form in the future. This research finally culminates in the form of a short film in which these topics are framed in a speculative and somewhat more dystopian near future scenario
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Jauernig, Johanna [Verfasser], Christoph [Akademischer Betreuer] [Gutachter] Lütge, and Michael [Gutachter] Kurschilgen. "Using Experiments in Ethics : An Inquiry into the Dark Side of Competition / Johanna Jauernig ; Gutachter: Christoph Lütge, Michael Kurschilgen ; Betreuer: Christoph Lütge." München : Universitätsbibliothek der TU München, 2017. http://d-nb.info/1141904683/34.
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Michaud, Nicholas. "Role Tension in the Academy: A Philosophical Inquiry into Faculty Teaching and Research." UNF Digital Commons, 2015. http://digitalcommons.unf.edu/etd/604.
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This dissertation seeks to understand the conjunction of faculty roles as teachers and as researchers. This understanding is pursued through philosophical analysis. Discourse ethics, in particular, is used as a framework by which to best understand the roles played by faculty and if the roles of teacher and researcher are, in fact, commensurable. The purpose of the work is two-fold: 1) to develop a construct that may be used by future researchers to better understand the roles played by faculty, and 2) to suggest a best-construct that enables future researchers to propose how actual lived roles should be instantiated in the world.
The dissertation reviews a series of university handbooks, professional association ethical guidelines, and philosophical arguments to establish how the roles of faculty are best understood. The investigation illuminates the tensions at the heart of faculty roles. This tension is not definitionally embedded in the roles of faculty as teacher and researcher. Rather, the tension emerges from the failure of institutions to fully actualize faculty roles as normatively grounded in human communicative interaction. As a result, the work suggests that in order to best resolve the cognitive dissonance that may be experienced as a result of role ambiguity, faculty should engage in a process of self-reflection and community dialectic in order to best determine how “faculty” can be actualized in a way that best benefits all stakeholders.
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Pattison, Raymond Edward, of Western Sydney Hawkesbury University, and Faculty of Social Inquiry. "Ethics, human rights, killing, refugees and war : a transdisciplinary inquiry into the morality and human cost of contemporary warfare, with particular emphasis on prevention." THESIS_FSI_SEL_Pattison_R.xml, 1999. http://handle.uws.edu.au:8081/1959.7/736.
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This study is a transdisciplinary inquiry into the reasons for waging war, for fighting, and for repudiating war as an instrument of foreign policy. In Part I, its essential premise is that there are many ways for analysing the ethics and morality of war, and that to develop a comprehensive understanding of this subject one must be willing to engage with a broad range of alternate views. Though moralists usually argue about the rights and wrongs of conduct from within a given set of ethical ideas, the author's aim has been to move beyond the accepted boundaries of current philosophical argument.Questions raised include: To what extent is it morally right to adopt non-violent, pacifist or abolitionist attitudes?; How should the morality of domestic and ethnic wars be considered?; What are the human costs of war? Case studies such as the Vietnam War, the Falklands War, the Gulf War, Bosnia and Rwanda are used. In Part II, three inescapable observations add to the foundation of the thesis.First, war is not inevitable. Second, the need to prevent war is increasingly urgent.Third, preventing war is possible.Examples from 'hot' spots around the world illustrate that the potential for domestic war can be diffused through the early, skillful and integrated application of political, diplomatic, economic and military measuresDoctor of Philosophy (PhD) (Social Ecology)
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Pattison, Raymond Edward. "Ethics, human rights, killing, refugees and war : a transdisciplinary inquiry into the morality and human cost of contemporary warfare, with particular emphasis on prevention /." [Richmond, N.S.W.] : University of Western Sydney, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030513.164614/index.html.
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