Journal articles: 'Ethical inquiry'

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GORTNER, SUSAN R. "Ethical Inquiry." Annual Review of Nursing Research 3, no. 1 (January 1985): 193–214. http://dx.doi.org/10.1891/0739-6686.3.1.193.

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Coffee, Patrick. "An Ethical Inquiry." American Catholic Philosophical Quarterly 70, no. 2 (1996): 295–98. http://dx.doi.org/10.5840/acpq19967023.

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Duff, Heather. "POET(H)IC INQUIRY AND THE FICTIVE IMAGINATION." Art/Research International: A Transdisciplinary Journal 6, no. 1 (April 22, 2021): 187–217. http://dx.doi.org/10.18432/ari29559.

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Women’s voices have historically been silenced in a vast array of contexts. Ethical incongruities exist between theoretical perspectives regarding right action for protection of women’s dignity and the tangible dilemma presented by systemic silencing. A fictive imagination found in the arts – and literature in particular – often plays a role in bridging that ethical gap between theory and practice. Using my arts-based approach of poet(h)ic inquiry (Duff, 2016a), I portray the symbolic power of women’s voices, fictionality, and textual polyvocality in a research-based play. Poet(h)ic inquiry is a method for ethical reflection incorporating spiritual and poetic-aesthetic values: a pedagogical space of inquiry within a non-fixed site of teaching, life-long learning, creativity, and knowing, located at the confluence of the creative writing process (in the context of fiction as research), ethics, and spirit. In “Story about Story. Toronto 2001,” I inquire poet(h)ically, in a speculative fictional tale about a woman’s journey with her baby, using research journal data and “freefall writing” notes as springboard for a “fictive leap” (Mitchell, 1977). Through the fictive writing process, knowledge is generated with respect to themes of isolation and connection towards re-finding the lost self’s language. Voices heard and unheard, pinpoint an ethic of meaning towards transcending silence, suffering, and colonial injustices. My story evokes ironies and eco-ethical queries within wildlife research, as well as questions evoked by the sensory overload of urban commerce, and an unspoken class system. I include reflections on fictionality, literature, and redemption.

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김항인. "Ethical Inquiry and Dissemination of Research Ethics." Journal of Moral & Ethics Education ll, no. 24 (July 2007): 155–72. http://dx.doi.org/10.18338/kojmee.2007..24.155.

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Green, Gaye Leigh. "Imagery as Ethical Inquiry." Art Education 53, no. 6 (November 2000): 19. http://dx.doi.org/10.2307/3193879.

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Freiesleben, Johannes, and Thorsten Pohl. "Quality: An Ethical Inquiry." Total Quality Management & Business Excellence 15, no. 9-10 (November 2004): 1209–16. http://dx.doi.org/10.1080/1478336042000255587.

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Cacciattolo, Marcelle, Mark Vicars, and Tarquam McKenna. "Behind closed doors: negotiating the Ethical Borgs in qualitative inquiry." Qualitative Research Journal 15, no. 1 (February 2, 2015): 98–108. http://dx.doi.org/10.1108/qrj-11-2014-0058.

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Purpose – The Ethical Borgs are a fictional panel of a set of people who have the task of attending to the manner in which research “should” occur. The scenario is a series of “fictionalised encounters” between two researchers presenting their research proposals to the panel for approval. The purpose of this paper is to revisit and play out two researchers’ individual and collective experiences of gaining ethical clearance as emergent researchers. The tension of their place and status in academia drives their identity. Design/methodology/approach – This paper is presented in the form of a short play. The focus is on the manner in which the performance of the academic self as researcher can be impeded or assisted by the deliberations of the “Ethical Borgs”. These fictional encounters demonstrate the tension of being located in the in-between worlds of researchers in-waiting who need to negotiate their roles and whose ethical anxieties are critiqued through the lens of the “naive inquirer” the “too hard don’t touch inquirer” and the “medicalised” lens inquirer. Findings – The major themes examined in this paper address how the Ethical Borgs increasingly exercise power and have authority to authorise social inquiry. Originality/value – Questions that are also raised include what academic approval is required to inquire? How does a naive inquirer manoeuvre his or her way through institutionalised and bureaucratic procedures?

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Donohue, Brian. "Ethical Inquiry and Organisational Pathology." Philosophy of Management 3, no. 1 (2003): 25–36. http://dx.doi.org/10.5840/pom20033111.

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Rydenfelt, Henrik. "Emotional interpretants and ethical inquiry." Sign Systems Studies 43, no. 4 (December 31, 2015): 501–17. http://dx.doi.org/10.12697/sss.2015.43.4.08.

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The connection between emotions and ethical views or ethical inquiry has been considered intimate by a number of philosophers. Based on Peirce’s discussion on the emotional interpretants in MS 318, I will suggest that such interpretants could be exploited in ethical inquiry. I will first argue, drawing on T. L. Short’s interpretation of Peirce, that there are final emotional interpretants, and such emotional interpretants actually formed (or dynamical) can be more or less appropriate concerning the sign’s (dynamical) objects. I will then explore the prospect that emotional interpretants could be harnessed for the particular cognitive purpose of ethical inquiry, concluding that normative judgments based on feelings could serve as its observational part.Includes: Comment. A note on moral sentimentalism in the light of the emotional interpretant by Jean-Marie Chevalier (pp. 513–517).

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Sheffield, James, and Zining Guo. "Ethical inquiry in knowledge management." International Journal of Applied Systemic Studies 1, no. 1 (2007): 68. http://dx.doi.org/10.1504/ijass.2007.013817.

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Coles, Peter, and Christopher Anderson. "Inquiry launched into ethical procedures." Nature 350, no. 6315 (March 1991): 179. http://dx.doi.org/10.1038/350179c0.

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Saperstein, Sue. "Psychoanalytic Justice: An Ethical Inquiry." Psychoanalytic Review 93, no. 5 (October 2006): 755–80. http://dx.doi.org/10.1521/prev.2006.93.5.755.

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Dickson, Andrew, and Kate Holland. "Hysterical inquiry and autoethnography: A Lacanian alternative to institutionalized ethical commandments." Current Sociology 65, no. 1 (July 9, 2016): 133–48. http://dx.doi.org/10.1177/0011392115623603.

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This article questions the ethical commandments issued by research ethics committees, particularly in relation to autoethnography, and points towards an alternative based on an examination and application of the psychoanalytic ethics of hysterical inquiry. The authors demonstrate the ethics of hysterical inquiry in operation in qualitative research via a discussion of an autoethnography by Elizabeth Dauphinee and contrast this with a paper ‘on’ autoethnography by Martin Tolich. They argue that these two very different offerings can be positioned respectively as from Lacan’s hysteric’s discourse and the university’s discourse. Finally the authors conclude that hysterical inquiry with its focus on desire can provide a way forward for radical qualitative research, a way out of the binds of institutionalized ethical commandments that threaten the radical potential of qualitative research.

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Doane, Gweneth Hartrick, Janet Storch, and Bernie Pauly. "Ethical nursing practice: inquiry-in-action." Nursing Inquiry 16, no. 3 (September 2009): 232–40. http://dx.doi.org/10.1111/j.1440-1800.2009.00447.x.

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Turner, Martha. "If It Is Newsworthy, It Is Ethics-Worthy: Living in the Code of Ethics for Nurses." Creative Nursing 24, no. 3 (August 2018): 143–51. http://dx.doi.org/10.1891/1946-6560.24.3.143.

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The American Nurses Association (ANA) Code of Ethics for Nurses with Interpretive Statements provides guidance for all nurses, in all roles and in all settings. Familiarity with the provisions and the interpretive statements improves our ethical awareness and our ethical competence. Current events in our communities and across the globe require a response from nurses individually and collectively. Living in the Code enables us to form responses that are ethically sound. Advancing the profession through scholarly inquiry and establishing moral communities are other obligations that can be achieved by living in the Code.

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Magnuson, Douglas. "Essential Moral Sources of Ethical Standards in Child and Youth Care Work." Journal of Child and Youth Care Work 24 (November 17, 2020): 27–33. http://dx.doi.org/10.5195/jcycw.2012.42.

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It is proposed that an ethical framework for child and youth care practice should take into account the differences between descriptive ethical inquiry on the one hand and normative and analytical ethical inquiry on the other. This will help us avoid the error of deriving our ethical principles from our practices, when in fact what we need is a moral criterion originating outside our practice that is not based on efficiency. Mattingly (1995) suggests this in recommending that we “Develop an ethical vision.” This ethical vision should take into account the domains of morality proposed by Taylor (1989), including respect for human life, issues of what makes a rich, meaningful life, and ideas about dignity. Doing so may provide a moral foundation not just for a code of ethics, but a moral framework for evaluating the entire range of our practice with children and youth.

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Butcher, Howard K. "Rogerian Ethics: An Ethical Inquiry into Rogers’s Life and Science." Nursing Science Quarterly 12, no. 2 (April 1999): 111–18. http://dx.doi.org/10.1177/08943189922106738.

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Raatzsch, Richard. "Wittgenstein and Ethical Inquiry: A Defence of Ethics as Clarification." Journal of Moral Philosophy 6, no. 2 (2009): 269–72. http://dx.doi.org/10.1163/174552409x402403.

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Taye, Belayneh. "John Dewey’s Ethics, Pragmatist Bioethics, and the Case of Gestational Surrogacy." Contemporary Pragmatism 18, no. 1 (May 27, 2021): 36–56. http://dx.doi.org/10.1163/18758185-bja10006.

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Abstract John Dewey relates ethics in general with the mode of inquiry. Against the mainstream ethics and moral theories, Dewey reconstructed morality in light of empirical science, providing the necessary steps of pragmatic ethical investigations. In this study, I have revisited Dewey’s ethical inquiry and recent developments of the methods of pragmatist bioethics. Using this approach in ethics, I have examined the development of reproductive technologies and genetics, precisely the moral dilemma of gestational surrogacy at the level of a public issue that needs social policy. In the final part, I have suggested the significance of Dewey’s emphasis on education, deliberative democracy, and institutions and agents’ role as the basis to solve bioethical issues arising in different societal contexts.

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Moore, Andrew. "New Zealand Research Ethics Committee Matters." Research Ethics 7, no. 4 (December 2011): 132–35. http://dx.doi.org/10.1177/174701611100700403.

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New Zealand's health (and disability) ethics committees are children of public inquiries: the ‘Cartwright’ ministerial inquiry of 1988, the ‘Gisborne’ cervical screening ministerial inquiry of 2001, and the Health Select Committee clinical trials inquiry of 2011. The Cartwright inquiry strengthened external scrutiny of research. The Gisborne Inquiry strengthened ethics committee accountability and expertise, and greatly streamlined review process. The Health Select Committee inquiry is further sharpening accountability and process. Under-discussed systemic issues also persist, including: how to keep the ethical primacy of the researcher-participant relationship and of researcher responsibility for good study conduct; whether the point of ethics committees is to facilitate good research as well as to protect participants; and whether ethics committees are just standard public bodies - to be given powers and limitations just like any other administrative tribunal or licensing board.

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Kanyangale, MacDonald. "Seven Snags of Research Ethics on the Qualitative Research Voyage." International Business Research 12, no. 6 (May 16, 2019): 1. http://dx.doi.org/10.5539/ibr.v12n6p1.

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Responsible researchers with ethically sound research skills are fundamental to success in an ever-changing business and social world. Embedding ethics into research by students seems to be intuitively easy given tight, standardized ethical guidelines and rigorous ethical approval process in the university. In reality, there are Masters and PhD research students who feel ill-prepared when they encounter ethical ambiguities and complexities in the field which are unique, beyond what they had foreseen at the outset of a qualitative inquiry or were prescribed, advised and forewarned by a research ethics committee (REC). The aim of this conceptual paper is to discuss seven pitfalls of research ethics in a qualitative research voyage in order to educate and sensitize current and prospective research students. The seven pitfalls are: (1) complexity and ambiguity of informed consent; (2) embedding informed consent as a process rather than an event; (3) navigating the moral conundrum of unintentional disclosure; (4) dealing with deductive disclosure; (5) dialectic between participant`s desire for recognition and greater confidentiality; (6) researcher role conflict and (7) difficulty of embedding researcher reflexivity. The paper concludes that only research students who are ethically literate and actively reflexive in the entire research process are more likely to know whenever they encounter ethical pitfalls, deal with them properly; and ultimately entrench relevant skills to conduct ethically sound research. Highlighted are implications for research educators to develop research competence of current and future researchers. Responsible researchers with ethically sound research skills are fundamental to success in an ever-changing business and social world. Embedding ethics into research by students seems to be intuitively easy given tight, standardized ethical guidelines and rigorous ethical approval process in the university. In reality, there are Masters and PhD research students who feel ill-prepared when they encounter ethical ambiguities and complexities in the field which are unique, beyond what they had foreseen at the outset of a qualitative inquiry or were prescribed, advised and forewarned by a research ethics committee (REC). The aim of this conceptual paper is to discuss seven pitfalls of research ethics in a qualitative research voyage in order to educate and sensitize current and prospective research students. The seven pitfalls are: (1) complexity and ambiguity of informed consent; (2) embedding informed consent as a process rather than an event; (3) navigating the moral conundrum of unintentional disclosure; (4) dealing with deductive disclosure; (5) dialectic between participant`s desire for recognition and greater confidentiality; (6) researcher role conflict and (7) difficulty of embedding researcher reflexivity. The paper concludes that only research students who are ethically literate and actively reflexive in the entire research process are more likely to know whenever they encounter ethical pitfalls, deal with them properly; and ultimately entrench relevant skills to conduct ethically sound research. Highlighted are implications for research educators to develop research competence of current and future researchers.

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Bourke, Vernon J. "An Ethical Inquiry. By Joseph De Finance." Modern Schoolman 70, no. 4 (1993): 319–20. http://dx.doi.org/10.5840/schoolman199370442.

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Yoon, Hye-jin. "Ethical Inquiry about the Problems of Bribery." Journal of Korean Philosophical Society 152 (November 30, 2019): 81–103. http://dx.doi.org/10.20293/jokps.2019.152.81.

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Jameton, Andrew, and Marsha D. M. Fowler. "Ethical inquiry and the concept of research." Advances in Nursing Science 11, no. 3 (April 1989): 11–24. http://dx.doi.org/10.1097/00012272-198904000-00006.

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King, Michael, and Tim Prenzler. "Private Inquiry Agents: Ethical Challenges and Accountability." Security Journal 16, no. 3 (July 2003): 7–17. http://dx.doi.org/10.1057/palgrave.sj.8340136.

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Grunwald, Armin. "Nanotechnology — A new field of ethical inquiry?" Science and Engineering Ethics 11, no. 2 (June 2005): 187–201. http://dx.doi.org/10.1007/s11948-005-0041-0.

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Vlăduţescu, Ştefan. "Sandu Frunză: „Advertising and Administration under the Pressure of Ethics” - Book Review." International Letters of Social and Humanistic Sciences 34 (July 2014): 90–92. http://dx.doi.org/10.18052/www.scipress.com/ilshs.34.90.

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„Advertising and Administration under the Pressure of Ethics” (2014) is a book of intellectual elevation and high expression of ideas of Professor Sandu Frunză from Babeş-Bolyai University (Cluj-Napoca, Romania), published to a French publisher, Les Arcs, Editions de la Suers. The zetetic core (inquiry core) is one of ethical theory and applied ethics. It is an ethical theory of the public space and the ethical inflections in the administration, in the advertising area and Bioethics. Overall, the book has cohesion and consistency. Therefore, it is a pleasant and instructive reading.

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Abu-Shaqra, Baha, and Rocci Luppicini. "Technoethical Inquiry into Ethical Hacking at a Canadian University." International Journal of Technoethics 7, no. 1 (January 2016): 62–76. http://dx.doi.org/10.4018/ijt.2016010105.

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Business and academic organizations are in a constant pursuit of efficient and ethical technologies and practices to safeguard their information assets from the growing threat of hackers. Ethical hacking is one important information security risk management strategy they use. Most published books on ethical hacking have focused on its technical applications in risk assessment practices. This paper addressed a scarcity within the organizational communication literature on ethical hacking. Taking a qualitative exploratory case study approach, the authors explored ethical hacking implementation within a Canadian university as the case study in focus, applying technoethical inquiry theory paired with Karl Weick's sensemaking model as a theoretical framework. In-depth interviews with key stakeholder groups and a document review were conducted. Findings pointed to the need to expand the communicative and sociocultural considerations involved in decision making about ethical hacking organizational practices, and to security awareness training to leverage sensemaking opportunities and reduce equivocality.

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Guha, Debashis. "A Critical Inquiry into a Justification of Teaching Ethics in the Business Schools." Management and Labour Studies 27, no. 4 (October 2002): 293–300. http://dx.doi.org/10.1177/0258042x0202700407.

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Any attempt at teaching Ethics in disciplines other than Philosophy should be well justified. One justification is that through ethics teaching across the curriculum, pre-professionals and professionals get well equipped to apply ethical theories to resolve moral crises in practical life. One example is popular enough, i.e., through ethical teaching we prepare competent professionals in our business schools, who may further apply this knowledge in their field as well as assume the role of ethics consultants to resolve moral crisis in the field of management. I have tried to show why such a justification is completely unfounded. A critique of this justification leads us to know what applying ethics consists in and, in what sense teaching ethics across the curriculum, for instance, in business management curriculum may be useful.

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Saleh, Muna, Jinny Menon, and D. Jean Clandinin. "Autobiographical Narrative Inquiry: Tellings and Retellings." LEARNing Landscapes 7, no. 2 (July 2, 2014): 271–82. http://dx.doi.org/10.36510/learnland.v7i2.665.

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Questions of diversity and inclusion are central to learning to engage in narrative inquiry. By engaging in autobiographical narrative inquiry (Clandinin & Caine, 2012; Clandinin & Connelly, 2000), we tell and retell stories related to diversity. In doing so, we puzzle about inquiring in ethical ways alongside diverse participants. We tell and retell three stories in our efforts to break with the taken-for-granted in our lives. We draw forward resonances around the challenging, yet ethical necessity, of facing ourselves (Anzaldua, 1987/1999; Lindemann Nelson, 1995) as we attend to the complexity of lives.

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Bernheim, Ruth Gaare. "Public Health Ethics: The Voices of Practitioners." Journal of Law, Medicine & Ethics 31, S4 (2003): 104–9. http://dx.doi.org/10.1111/j.1748-720x.2003.tb00768.x.

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Public health ethics is emerging as a new field of inquiry, distinct not only from public health law, but also from traditional medical ethics and research ethics. Public health professional and scholarly attention is focusing on ways that ethical analysis and a new public health code of ethics can be a resource for health professionals working in the field. This article provides a preliminary exploration of the ethical issues faced by public health professionals in day-to-day practice and of the type of ethics education and support they believe may be helpful.

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Carlson, David Lee. "Embodying Narrative: Diffractive Readings of Ethical Relationality in Qualitative Inquiry." Qualitative Inquiry 26, no. 10 (July 22, 2020): 1147–50. http://dx.doi.org/10.1177/1077800420939205.

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This introduction provides an inquisition into the role of narrative inquiry in the field of qualitative inquiry. Drawing on Michel Foucault’s works on painting, this introduction discusses the philosophical tensions within narrative inquiry as a methodology to situate narrative in a broader context of research methodologies and to raise some questions about the very specific role of the human and anthropomorphism in narrative inquiry. The authors in this special issue were tasked with thinking through narratives with unexplored theories or theoretical perspective. The purpose of the special issue is to invite readers to consider these various tensions.

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Hayden, Matthew J. "Cosmopolitan Education in Agonistic Morality: Epistemological Restraint, Discourse Ethics, and Agonistic Pluralism." Philosophical Inquiry in Education 25, no. 1 (July 28, 2020): 16–30. http://dx.doi.org/10.7202/1070713ar.

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Cosmopolitan education has been much theorized, discussed, and proposed, but what, exactly, might it look like and what specific processes might it involve? Cosmopolitanism’s recognition of shared humanity and the subsequent entailment of democratic inclusion make explicit the moral and political nature of cosmopolitan education and philosophy. As an ethico-political process, existing political and ethical processes can be brought to bear on its educational manifestations. The political concepts of epistemological restraint, discourse ethics, and agonistic pluralism are offered as models for cosmopolitan education in agonistic morality: epistemological restraint is used to address the need for prioritization of moral inquiry over moral belief; discourse ethics addresses the necessity of inclusive and democratic dialogue; agonistic pluralism offsets the implications of the inevitability of pluralism in educational inquiry. All three combine to form a process of cosmopolitan education in agonistic morality.

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Steele, Patricia, Cheryl Burleigh, Margaret Kroposki, Myrene Magabo, and Liston Bailey. "Ethical Considerations in Designing Virtual and Augmented Reality Products—Virtual and Augmented Reality Design With Students in Mind: Designers’ Perceptions." Journal of Educational Technology Systems 49, no. 2 (June 19, 2020): 219–38. http://dx.doi.org/10.1177/0047239520933858.

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Developers and designers of virtual and augmented reality (VR/AR) products are expressing concerns regarding accountability for ethical design and use of VR/AR products in virtual learning environments. Within the field of education, more research is needed to determine how VR/AR designers make decisions regarding ethical issues, and particularly when integrating media into learning content. The purpose of the qualitative inquiry study was to interview designers/developers of VR/AR products regarding their perceptions of ethics in design and use of VR/AR products designed for educational purposes. Data collection was achieved through a sample of self-described instructional designers and developers from the Association for Educational Communications and Technology membership. Through qualitative inquiry with one-on-one interviews, designers shared their stories about their perceptions of ethics in the design and development of VR/AR products for educational purposes.

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Smaling, Adri. "Argumentation, Cooperation and Charity in Qualitative Inquiry." Concepts and Transformation 3, no. 1-2 (January 1, 1998): 129–41. http://dx.doi.org/10.1075/cat.3.1-2.08sma.

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Contemporary argumentation theory is the most appropriate logical basis of qualitative inquiry. Formal logics, deductive or inductive, have turned out to have little value in some particular practical situations and local contexts. An optimal observance of the cooperative principle and the charity principle in argumentation theory may not only be merely methodologically motivated, it may also have an ethical motivation. This ethical motivation may have a methodological significance and may be supported by a philosophy of life.

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Gavitt, Philip, and Nancy Struever. "Theory As Practice: Ethical Inquiry in the Renaissance." Sixteenth Century Journal 24, no. 4 (1993): 969. http://dx.doi.org/10.2307/2541644.

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Galdieri, Louis V., and Nancy S. Struever. "Theory As Practice: Ethical Inquiry in the Renaissance." Sixteenth Century Journal 24, no. 2 (1993): 502. http://dx.doi.org/10.2307/2542001.

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Gallasch, Justine, Carol Collins, and Sue Knight. "Effective Environmental Education: The Need for Ethical Inquiry." International Journal of Environmental, Cultural, Economic, and Social Sustainability: Annual Review 3, no. 4 (2007): 75–86. http://dx.doi.org/10.18848/1832-2077/cgp/v03i04/54387.

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Kraye, Jill, and Nancy S. Struever. "Theory as Practice: Ethical Inquiry in the Renaissance." American Historical Review 98, no. 4 (October 1993): 1234. http://dx.doi.org/10.2307/2166664.

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Lyons, John D., and Nancy S. Struever. "Theory as Practice: Ethical Inquiry in the Renaissance." Comparative Literature 47, no. 4 (1995): 370. http://dx.doi.org/10.2307/1771334.

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Huber, Janice, and D. Jean Clandinin. "Ethical Dilemmas in Relational Narrative Inquiry With Children." Qualitative Inquiry 8, no. 6 (December 2002): 785–803. http://dx.doi.org/10.1177/1077800402238079.

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Kuntz, Aaron. "Foucauldian practices." ACCESS Contemporary Issues in Education 40, no. 1 (October 1, 2020): 41–46. http://dx.doi.org/10.46786/ac20.8961.

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In this article I consider philosophical inquiry as an ethical enactment for material change. I do so by situating philosophical inquiry as a type of virtuous practice, animated by an ethical determination to generate material difference. I thus place a large degree of theoretical emphasis on the Foucauldian notions of practice, virtue, and enactment as a means to recognize the open-ended, process-based orientation of such work. Through the course of this article I extend my argument to challenge conventional inquiry practices in education as a means to generate different, more immanently situated, effects.

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Udoudom, Mfonobong David, Okpe Okpe, Timothy Adie, and Samuel Akpan Bassey. "Environmental Ethics." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 2, no. 2 (May 10, 2019): 48–55. http://dx.doi.org/10.33258/birci.v2i2.236.

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Environmental ethics is an area that investigates the question of which ethical norms are appropriate for governing human interactions with the natural environment. Considered a branch of applied or practical ethics, environmental ethics has only existed as a subject since the late 1970s. However, concern about environmental problems is growing, and many philosophers claimed that the mainstream of ethics' only focus on humans' relationships with other humans leaving behind clear theoretical framework for ethically evaluating the relationship among humans and the nonhuman natural world. In response to this position, they recommended that a new field of inquiry was needed to investigate this matter directly. This paper looks into the thrust of environmental ethics.

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Denzin, Norman K., Yvonna S. Lincoln, Maggie MacLure, Ann Merete Otterstad, Harry Torrance, Gaile S. Cannella, Mirka Koro-Ljungberg, and Terrence McTier. "Critical Qualitative Methodologies." International Review of Qualitative Research 10, no. 4 (February 1, 2017): 482–98. http://dx.doi.org/10.1525/irqr.2017.10.4.482.

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Critical qualitative scholarship offers humble grounds and many unforeseen possibilities to seek and promote justice, critical global engagement, and diverse epistemologies. This dialogical and interactive paper is based on a panel session at the International Congress of Qualitative Inquiry that highlighted diverse areas of critical qualitative inquiry, namely justice, difference, ethics, and equity. Authors in this paper share their critical qualitative research practices and provide examples of how justice can be addressed through research foci, methods, theories, and ethical practices.

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Malitowska, Anna. "Czym jest filozofia moralna?" Filozofia Publiczna i Edukacja Demokratyczna 1, no. 1 (July 15, 2018): 120–26. http://dx.doi.org/10.14746/fped.2012.1.1.10.

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The first part of the present article is an introduction to ethics as a branch of philosophy, as moral philosophy, or philosophical thinking about morality. In the second part of the article the author deals with the relationship between three kinds of thinking that relate to morality: descriptive empirical inquiry (descriptive ethics), normative thinking, and meta-ethical reflection.

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Callister, Lynn Clark, Karlen E. Luthy, Pam Thompson, and Rae Jeanne Memmott. "Ethical Reasoning in Baccalaureate Nursing Students." Nursing Ethics 16, no. 4 (June 15, 2009): 499–510. http://dx.doi.org/10.1177/0969733009104612.

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Nurses are encountering an increasing number of ethical dilemmas in clinical practice. Ethics courses for baccalaureate nursing students provide the opportunity for the development of critical thinking skills in order to deal with these effectively. The purpose of this descriptive qualitative study was to describe ethical reasoning in 70 baccalaureate nursing students enrolled in a nursing ethics course. Reflective clinical journals were analyzed as appropriate for qualitative inquiry. The overriding theme emerging from the data was `in the process of becoming', which includes: practicing as a professional, lacking the confidence as a student nurse to take an ethical stand, advocating for patients, being just in the provision of care, identifying the spiritual dimensions of nursing practice, confronting the `real world' of health care, making a commitment to practice with integrity, and caring enough to care. The development of critical thinking and ethical reasoning within the framework of knowing and connecting is essential in nursing education.

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Dupret, Katia, and Niklas Chimirri. "Teaching ethical participatory codesign." Dansk Universitetspædagogisk Tidsskrift 13, no. 24 (March 8, 2018): 20–36. http://dx.doi.org/10.7146/dut.v13i24.96709.

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How to incorporate critical and societally relevant thinking and acting into Higher Education teaching formats? The article proposes social design workshops, which teach ethics through design by explicitly addressing and building on the functional diversity of participating stakeholders, and by fostering ongoing mutual reflection. These workshops are inspired by participatory design, political theory, disability studies and psychological practice research. By drawing on empirical material from a design workshop with Bachelor students and external collaborators including psychologically vulnerable stakeholders, we argue for an adaptive framework of analytical-pedagogical inquiry that can be continuously co-designed. In particular, ethical design requires a broad and emergent definition of participation. Ethical design is participatory-democratic co-design, which acknowledges and bridges across the various stakeholders’ functional diversity.

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Koulouriotis, Joanna. "Ethical Considerations in Conducting Research with Non-native Speakers of English." TESL Canada Journal 28 (September 1, 2011): 1. http://dx.doi.org/10.18806/tesl.v28i0.1078.

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The ethical considerations of three education researchers working with nonnative English-speaking participants were examined from a critical theory standpoint in the light of the literature on research ethics in various disciplines. Qualitative inquiry and data analysis were used to identify key themes, which centered around honor and respect for participants’ voices and the researchers’ perceived limitations of university research ethics boards (REBs) to address adequately their concerns when working with non-native English speakers.

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Holvey, Benjamin. "The Skeptic's Guide to the Genealogy." Stance: an international undergraduate philosophy journal 2, no. 1 (September 9, 2019): 1–8. http://dx.doi.org/10.33043/s.2.1.1-8.

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This paper seeks to evaluate Nietzsche’s positive ethical vision through a focus on the plausibility of his moral-historical account as it appears in On the Genealogy of Morals. It is then argued that Nietzsche’s account of the “slave revolt in morality” contains shortcomings that necessitate further inquiry into Nietzsche’s consequent ethical vision. Furthermore, the paper goes on to demonstrate that if a proper historical context for the “slave revolt in morality” cannot be identified, or if it cannot be shown that Nietzsche’s ethical vision can stand without such a context, then a neo-Nietzschean ethic must be set aside.

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Greenfield, Bruce H., and Gail M. Jensen. "Understanding the Lived Experiences of Patients: Application of a Phenomenological Approach to Ethics." Physical Therapy 90, no. 8 (August 1, 2010): 1185–97. http://dx.doi.org/10.2522/ptj.20090348.

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This perspective article provides a justification, with an overview, of the use of phenomenological inquiry and the interpretation into the everyday ethical concerns of patients with disabilities. Disability is explored as a transformative process that involves physical, cognitive, and moral changes. This perspective article discusses the advantages of phenomenology to supplement and enhance the principlist process of ethical decision making that guides much of contemporary medical practice, including physical therapy. A phenomenological approach provides a more contextual approach to ethical decision making through probing, uncovering, and interpreting the meanings of “stories” of patients. This approach, in turn, provides for a more coherent and genuine application of ethical principles within the “textured life-world” of patients and their evolving values as they grapple with disability to make ethical and clinical decisions. The article begins with an in-depth discussion of the current literature about the phenomenology of people with disability. This literature review is followed by a discussion of the traditional principlist approach to making ethical decisions, which, in turn, is followed by a discussion of phenomenology and its tools for use in clinical inquiry and interpretation of the experiences of patients with disabilities. A specific case is presented that illustrates specific tools of phenomenology to uncover the moral context of disability from the perspective of patients. The article concludes with a discussion of clinical, educational, and research implications of a phenomenological approach to ethics and clinical decision making.

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Journal articles on the topic 'Ethical inquiry'

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