Results for 'moral lessons'

975 found
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  1.  13
    Dante's Existential Moral Lessons.Raymond Angelo Belliotti - 2011 - In Dante's Deadly Sins: Moral Philosophy in Hell. Wiley-Blackwell. pp. 149–184.
    This chapter contains sections titled: Dante and Existentialism Jean‐Paul Sartre and Hell Dante's Ten Existential Lessons Individualism and Community Personal Strategies.
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  2.  10
    Moral Lessons from COVID.Sandra Laugier - 2022 - The Philosophers' Magazine 96:88-94.
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  3.  43
    (1 other version)Debunking Morality: Lessons from the EAAN Literature.Andrew Moon - 2016 - Pacific Philosophical Quarterly 98 (3):208-226.
    This article explores evolutionary debunking arguments as they arise in metaethics against moral realism and in philosophy of religion against naturalism. Both literatures have independently grappled with the question of which beliefs one may use to respond to a potential defeater. In this article, I show how the literature on the argument against naturalism can help clarify and bring progress to the literature on moral realism with respect to this question. Of note, it will become clear that the (...)
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  4.  28
    Moral lessons from residents, close relatives and volunteers about the COVID-19 restrictions in Dutch and Flemish nursing homes.Sytse Zuidema, Annerieke Stoop, Jasper de Witte, Floor Vinckers, Suzie Noten, Nina Hovenga & Elleke Landeweer - 2023 - Philosophy, Ethics, and Humanities in Medicine 18 (1):1-10.
    BackgroundDuring the COVID-19 outbreak in 2020, national governments took restrictive measures, such as a visitors ban, prohibition of group activities and quarantine, to protect nursing home residents against infections. As ‘safety’ prevailed, residents and close relatives had no choice but to accept the restrictions. Their perspectives are relevant because the policies had a major impact on them, but they were excluded from the policy decisions. In this study we looked into the moral attitudes of residents, close relatives and volunteers (...)
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  5. Moral Lessons from Psychology: Contemporary Themes in Psychological Research and their relevance for Ethical Theory.Henrik Ahlenius - 2020 - Stockholm: Stockholm University.
    The thesis investigates the implications for moral philosophy of research in psychology. In addition to an introduction and concluding remarks, the thesis consists of four chapters, each exploring various more specific challenges or inputs to moral philosophy from cognitive, social, personality, developmental, and evolutionary psychology. Chapter 1 explores and clarifies the issue of whether or not morality is innate. The chapter’s general conclusion is that evolution has equipped us with a basic suite of emotions that shape our (...) judgments in important ways. Chapter 2 presents and investigates the challenge presented to deontological ethics by Joshua Greene’s so-called dual process theory. The chapter partly agrees with his conclusion that the dual process view neutralizes some common criticisms against utilitarianism founded on deontological intuitions, but also points to avenues left to explore for deontologists. Chapter 3 focuses on Katarzyna de Lazari-Radek and Peter Singer’s suggestion that utilitarianism is less vulnerable to so-called evolutionary debunking than other moral theories. The chapter is by and large critical of their attempt. In the final chapter 4, attention is directed at the issue of whether or not social psychology has shown that people lack stable character traits, and hence that the virtue ethical view is premised on false or tenuous assumptions. Though this so-called situationist challenge at one time seemed like a serious threat to virtue ethics, the chapter argues for a moderate position, pointing to the fragility of much of the empirical research invoked to substantiate this challenge while also suggesting revisions to the virtue-ethical view as such. (shrink)
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  6. Historical Knowledge and the Moral Lessons.Bronislaw Baczko - 1969 - Diogenes 17 (67):51-60.
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  7.  68
    Moral Conventions and Moral Lessons.Robert K. Fullinwider - 1989 - Social Theory and Practice 15 (3):321-338.
  8.  22
    Care leaders safeguarding the rights of care home residents during COVID-19: Moral failures offering moral lessons.Ann Gallagher, Margot Whittaker, Geoffrey Cox, George Coxon, Chris Frankland, Patrick Coniam & Enrico De Luca - 2022 - Nursing Ethics 29 (5):1093-1095.
  9.  46
    Can a perpetrator write a testimonio? Moral lessons from the dark side.Sumner B. Twiss - 2010 - Journal of Religious Ethics 38 (1):5-42.
    By posing a heuristically provocative question, this essay compares and explores in some detail the testimonies of three infamous perpetrators from the Nazi period—Albert Speer, Rudolph Hoess, and Adolf Eichmann—for what they reveal about their motives, ideological thinking, and strategies of denial and self-deception, as well as influences from their social, political, and cultural context. The conclusion drawn is that many of the external and internal factors at work in them are recognizable to us as features of our own (...) experience and, further, that this recognition is particularly important for motivating self-scrutiny in our own lives for any hints of impending complicity with moral evil. (shrink)
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  10.  38
    Learning Lessons from COVID-19 Requires Recognizing Moral Failures.Maxwell J. Smith & Ross E. G. Upshur - 2020 - Journal of Bioethical Inquiry 17 (4):563-566.
    The most powerful lesson learned from the 2013-2016 outbreak of Ebola in West Africa was that we do not learn our lessons. A common sentiment at the time was that Ebola served as a “wake-up call”—an alarm which signalled that an outbreak of that magnitude should never have occurred and that we are ill-prepared globally to prevent and respond to them when they do. Pledges were made that we must learn from the outbreak before we were faced with another. (...)
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  11.  11
    A study on the moral lesson centered on ethical approach using text of philosophy for children in elementary school. 송영민 - 2017 - THE JOURNAL OF KOREAN PHILOSOPHICAL HISTORY 55 (55):301-337.
    도덕교육의 방법론적 정체성은 윤리학적 접근 중심의 도덕과수업에서 찾을 수 있다. 윤리학적이라는 표현을 내용적 측면에서 보면 철학의 제영역들 중 하나를 지칭하는 종개념이지만, 방법론적 측면에서 본다면 철학적 방법을 공유하는 유개념이다. 따라서 윤리학적 접근을 방법론적 측면에서 보면, 이는 곧 철학적 접근이라고 할 수 있다. 이런 이유로 윤리학적 접근 중심의 도덕과수업은 어린이를 대상으로 하는 철학교육을 참조하면서 함께 논의될 수 있다. 어린이에 대한 철학교육과 도덕교육을 함께 논의한 선행연구들은 어린이 철학교육을 중심으로 도덕교육과의 관련성 및 적용 가능성, 일반적 방법론의 도입 필요성 및 그 적용에 초점을 둔다. 본고는 (...)
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  12.  15
    (1 other version)What is it like to be ‘tuned’? Moral lessons drawn from experiences of enhancement.Bernard Baertschi - 2014 - Jahrbuch für Wissenschaft Und Ethik 18 (1).
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  13.  79
    When Life Becomes a Game: A Moral Lesson from Søren Kierkegaard and Bernard Suits.Daniel M. Johnson - 2018 - Sport, Ethics and Philosophy 13 (3-4):419-431.
    ABSTRACTHidden among the many fascinating things that Bernard Suits says in his classic The Grasshopper is a passing observation he makes about one of the works of Søren Kierkegaard, the Seducer’s...
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  14.  17
    What the Plague Tells Me and What it Can’t: Moral Lessons from Two Novels.Roger López - 2021 - Revista Portuguesa de Filosofia 77 (2-3):859-882.
    This article turns to Jack London’s and Albert Camus’ novels about contagion to try to tease out some of the moral meanings of the pandemic we are currently living through. In many ways, these works are prescient, and can thus serve as commentary on the situation we find ourselves in. In others, their narratives differ from each other and from our experience; the differences signal what is at stake in some of our circumstances. Camus’ ideal of solidarity focuses my (...)
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  15.  28
    Moral distress and positive experiences of ICU staff during the COVID-19 pandemic: lessons learned.Mark L. van Zuylen, Janine C. de Snoo-Trimp, Suzanne Metselaar, Dave A. Dongelmans & Bert Molewijk - 2023 - BMC Medical Ethics 24 (1):1-17.
    Background The COVID-19 pandemic causes moral challenges and moral distress for healthcare professionals and, due to an increased work load, reduces time and opportunities for clinical ethics support services. Nevertheless, healthcare professionals could also identify essential elements to maintain or change in the future, as moral distress and moral challenges can indicate opportunities to strengthen moral resilience of healthcare professionals and organisations. This study describes 1) the experienced moral distress, challenges and ethical climate concerning (...)
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  16.  71
    Moral conformity and its philosophical lessons.Vladimir Chituc & Walter Sinnott-Armstrong - 2020 - Philosophical Psychology 33 (2):262-282.
    ABSTRACTThe psychological and philosophical literature exploring the role of social influence in moral judgments suggests that conformity in moral judgments is common and, in many cases, seems to b...
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  17.  30
    Moral Teachings from Unexpected Quarters: Lessons for Bioethics from the Social Sciences and Managed Care.James Lindemann Nelson - 2000 - Hastings Center Report 30 (1):12-17.
    On the usual account of moral reasoning, social science is often seen as able to provide “just the facts,” while philosophy attends to moral values and conceptual clarity and builds formally valid arguments. Yet disciplines are informed by epistemic values—and bioethics might do well to see social scientific practices and their attendant normative understandings about what is humanly important as a significant part of ethics generally.
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  18.  23
    Addressing Moral Distress: lessons Learnt from a Non-Interventional Longitudinal Study on Moral Distress.Trisha M. Prentice, Dilini I. Imbulana, Lynn Gillam, Peter G. Davis & Annie Janvier - 2022 - AJOB Empirical Bioethics 13 (4):226-236.
    Moral distress is prevalent within the neonatal intensive care unit (NICU) and can negatively affect clinicians. Studies have evaluated the causes of moral distress and interventions to mitigate it...
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  19.  14
    Elements of Philosophy by Andrés Bello: an approach to the documentary genesis of the perceptions from some manuscript notes.Abel Aravena Zamora & Francisco Cordero Morales - 2023 - Alpha (Osorno) 56:164-187.
    Resumen: El artículo estudia los Elementos de Filosofía (EdF), dictados por Andrés Bello a Juan Alemparte en Santiago de Chile hacia los años 1840-1843 y conservados actualmente en una copia manuscrita. Se muestra que los EdF corresponden a un esbozo preliminar de las materias abordadas por Bello tanto en las entregas del periódico El Crepúsculo como en su obra póstuma Filosofía del Entendimiento. Por ello, se plantea que estas lecciones manuscritas constituyen un testimonio exclusivo de las clases particulares del maestro (...)
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  20.  13
    Moral wisdom: lessons and texts from the Catholic tradition.James F. Keenan - 2017 - Lanham: Rowman & Littlefield.
    Moral Wisdom introduces moral theory through a Catholic lens. Connecting the Catholic tradition to the realities of modern life, the third edition has been revised throughout to include new examples, the teachings of Pope Francis, new scholarship on the Ten Commandments and the teachings of Jesus, and a new chapter on applying lessons to life.
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  21.  27
    Lessons from Everyday Lives: A Moral Justification for Acute Care Research.Andrew D. McRae & Charles Weijer - unknown
    Progress in emergency and critical care requires that clinical research be performed on patients who are incapable of granting consent for research participation. Analyses of the ethics of such research have left some questions incompletely answered. Why should we be permitted to expose vulnerable patients to research risks without their consent? In particular, how do we justify research interventions that have no potential benefit for participants (nontherapeutic interventions)? This article presents a moral justification for nontherapeutic interventions in emergency research. (...)
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  22.  48
    Moral Expertise in the Clinic: Lessons Learned from Medicine and Science.Leah McClimans & Anne Slowther - 2016 - Journal of Medicine and Philosophy 41 (4):401-415.
    Philosophers and others have questioned whether or not expertise in morality is possible. This debate is not only theoretical, but also affects the perceived legitimacy of clinical ethicists. One argument against moral expertise is that in a pluralistic society with competing moral theories no one can claim expertise regarding what another ought morally to do. There are simply too many reasonable moral values and intuitions that affect theory choice and its application; expertise is epistemically uniform. In this (...)
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  23.  22
    Moral Dilemmas, Moral Strategies, and the Transformation of Gender: Lessons from Two Generations of Work and Family Change.Kathleen Gerson - 2002 - Gender and Society 16 (1):8-28.
    Modern societies have reconciled the dilemma between self-interest and caring for others by dividing women and men into different moral categories. Women have been expected to seek personal development by caring for others, while men care for others by sharing the rewards of their independent work achievements. Changes in work and family life have undermined this framework but have failed to offer a clear avenue for creating new resolutions. Instead, contradictory social changes have produced new moral dilemmas. Women (...)
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  24.  90
    Cyberbullying, Moral Responsibility, and Social Networking: Lessons from the Megan Meier Tragedy.Raphael Cohen-Almagor - 2020 - European Journal of Analytic Philosophy 16 (1):75-98.
    This paper addresses the concepts of moral and social responsibility on the Internet in considering the most troubling phenomenon of cyberbullying that results in loss of life. Specifically, I probe the moral and social responsibilities of Internet users (agents), of the education system in fighting cyberbullying, and of Internet intermediaries. Balance needs to be struck between freedom of expression and social responsibility. The tragic story of Megan Meier serves as an illustrative example and some further incidents in which (...)
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  25.  36
    Moral wisdom: Lessons and texts from the catholic tradition. By James F. Keenan, S.j.Anna Abram - 2008 - Heythrop Journal 49 (3):510–511.
  26.  75
    Dirty Hands and Moral Conflict – Lessons from the Philosophy of Evil.Christina Nick - 2021 - Philosophia 50 (1):183-200.
    According to one understanding of the problem of dirty hands, every case of dirty hands is an instance of moral conflict, but not every instance of moral conflict is a case of dirty hands. So, what sets the two apart? The dirty hands literature has offered widely different answers to this question but there has been relatively little discussion about their relative merits as well as challenges. In this paper I evaluate these different accounts by making clear which (...)
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  27.  34
    Food sovereignty education across the Americas: multiple origins, converging movements.David Meek, Katharine Bradley, Bruce Ferguson, Lesli Hoey, Helda Morales, Peter Rosset & Rebecca Tarlau - 2019 - Agriculture and Human Values 36 (3):611-626.
    Social movements are using education to generate critical consciousness regarding the social and environmental unsustainability of the current food system, and advocate for agroecological production. In this article, we explore results from a cross-case analysis of six social movements that are using education as a strategy to advance food sovereignty. We conducted participatory research with diverse rural and urban social movements in the United States, Brazil, Cuba, Bolivia, and Mexico, which are each educating for food sovereignty. We synthesize insights from (...)
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  28.  44
    Morality, consistency, and the self: A lesson from rectification.Laurence Thomas - 2001 - Journal of Social Philosophy 32 (3):374–381.
  29.  48
    Moral renewal: The lessons of eastern europe.Terry Nardin - 1991 - Ethics and International Affairs 5:1–14.
    Nardin uses the Eastern European experience of the late 1980s and the works of Adam Michnik and Vaclav Havel to demonstrate the traditional cosmopolitan Kantian notion of morality in the "appeal to universal human values." Nardin uses three major elements to argue the impossibility of such a concept: "the law of nature," based on Stoic and Judeo-Christian foundation, focusing on reason and rationality of the individual rather than custom or divine authority; the uniqueness of various cultures challenging the universal "cosmopolitan" (...)
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  30.  24
    Moral Enhancement in Russia: Lessons from the Past.Pavel Tischenko - 2018 - Cambridge Quarterly of Healthcare Ethics 27 (3):467-469.
    :Against the contemporary debates on techniques of “moral enhancement,” this article reviews the interpretation and methods of moral enhancement during the Stalin years in Russia: the GULAG and the abuse of psychiatry. The article serves as a cautionary tale for today’s policy debates, from the personal experiences of the author.
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  31.  55
    Ebola and Learning Lessons from Moral Failures: Who Cares about Ethics?Maxwell J. Smith & Ross E. G. Upshur - 2015 - Public Health Ethics 8 (3):305-318.
    The exercise of identifying lessons in the aftermath of a major public health emergency is of immense importance for the improvement of global public health emergency preparedness and response. Despite the persistence of the Ebola Virus Disease outbreak in West Africa, it seems that the Ebola ‘lessons learned’ exercise is now in full swing. On our assessment, a significant shortcoming plagues recent articulations of lessons learned, particularly among those emerging from organizational reflections. In this article we argue (...)
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  32.  38
    From moral rights to legal rights? Lessons from healthcare contexts.Michael Da Silva - 2024 - Developing World Bioethics 24 (1):21-30.
    Many believe the existence of a moral right to some good should lead to recognition of a corresponding legal right to that good. If, for instance, there is a moral right to healthcare, it is natural to believe countries should recognize a legal right to healthcare. This article demonstrates that justifying legal rights to healthcare is more difficult than many assume. The existence of a moral right is insufficient to justify recognition of a corresponding justiciable constitutional right. (...)
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  33.  57
    Charting Moral Psychology’s Significance for Bioethics: Routes to Bioethical Progress, its Limits, and Lessons from Moral Philosophy.Michael Klenk - 2020 - Diametros 17 (64):36-55.
    Empirical moral psychology is sometimes dismissed as normatively insignificant because it plays no decisive role in settling ethical disputes. But that conclusion, even if it is valid for normative ethics, does not extend to bioethics. First, in contrast to normative ethics, bioethics can legitimately proceed from a presupposed moral framework. Within that framework, moral psychology can be shown to play four significant roles: it can improve bioethicists’ understanding of the decision situation, the origin and legitimacy of their (...)
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  34. Moral Wisdom: Lessons and Texts from the Catholic Tradition.Tobias Winright - 2007 - Studies in Christian Ethics 20 (1):153-154.
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  35.  27
    A Lesson in Moral Spectatorship.Reid Miller - 2008 - Critical Inquiry 34 (4):706-728.
  36.  18
    Senior Engineering Students’ Reflection on Their Learning of Ethics and Morality: A Qualitative Investigation of Influences and Lessons Learned.Shiloh James Howland, Dayoung Kim & Brent K. Jesiek - 2022 - International Journal of Ethics Education 7 (1):171-199.
    Informed by ABET accreditation criteria and broader societal needs, ethics has been emphasized as important for engineering professionals. Engineering students are thus exposed to professional ethics and related concerns throughout their college experiences both within and beyond the formal engineering curriculum, but little is known about what learning experiences and lessons engineering students view as most memorable and salient as they approach graduation. Therefore, this paper answers the following research questions: RQ1) What types of experiences do senior engineering students (...)
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  37.  37
    Lessons from Frankenstein 200 years on: brain organoids, chimaeras and other ‘monsters’.Julian Koplin & John Massie - 2021 - Journal of Medical Ethics 47 (8):567-571.
    Mary Shelley’sFrankensteinhas captured the public imagination ever since it was first published over 200 years ago. While the narrative reflected 19th-century anxieties about the emerging scientific revolution, it also suggested some clear moral lessons that remain relevant today. In a sense,Frankensteinwas a work of bioethics written a century and a half before the discipline came to exist. This paper revisits the lessons ofFrankensteinregarding the creation and manipulation of life in the light of recent developments in stem cell (...)
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  38. Constructing Morality with Mengzi: Three Lessons on the Metaethics of Moral Progress.Seth Robertson & Jing Hu - 2019 - In Colin Marshall (ed.), Comparative Metaethics: Neglected Perspectives on the Foundations of Morality. London: Routledge.
  39.  19
    Adam Smith’s Moral Sentiments in Vanity Fair: Lessons in Business Ethics From Becky Sharp.Rosa Slegers - 2018 - Cham: Springer Verlag.
    According to Adam Smith, vanity is a vice that contains a promise: a vain person is much more likely than a person with low self-esteem to accomplish great things. Problematic as it may be from a moral perspective, vanity makes a person more likely to succeed in business, politics and other public pursuits. “The great secret of education,” Smith writes, “is to direct vanity to proper objects:” this peculiar vice can serve as a stepping-stone to virtue. How can this (...)
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  40.  21
    Civics and Moral Education in Singapore: lessons for citizenship education?Joy Ai - 1998 - Journal of Moral Education 27 (4):505-524.
    Civics and Moral Educationwas implemented as a new moral education programme in Singapore schools in 1992. This paper argues that the underlying theme is that of citizenship training and that new measures are under way to strengthen the capacity of the school system to transmit national values for economic and political socialisation. The motives and motivation for retaining a formal moral education programme have remained strong. A discussion of the structure and content of key modules in Civics (...)
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  41.  33
    Assessing Moral Theories: Lessons from Feminist Philosophy of Science.Theresa Tobin - 2005 - In Lisa Nicole Gurley, Claudia Leeb & Anna Aloisia Moser (eds.), Feminists Contest Politics and Philosophy: Selected Papers of the 3rd Interdisciplinary Conference Celebrating International Women's Day. PIE - Peter Lang.
  42.  50
    Ethical Lessons from Heidegger’s Phenomenological Reading of Kant’s Practical Philosophy: Heideggerian Revision of Kant’s Justification of Morality.Min Seol - 2019 - Journal of the British Society for Phenomenology 51 (1):1-17.
    ABSTRACTIn The Essence of Human Freedom, Heidegger suggests that Kant’s idea of pure will and Heidegger’s own idea of resoluteness are rooted in the same experience of demand from our own essence....
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  43. “Virtue Ethics and Moral Failure: Lessons from Neuroscientific Moral Psychology”.Lisa Tessman - 2013 - In Michael W. Austin (ed.), Virtues in Action: New Essays in Applied Virtue Ethics. New York: Palgrave-Macmillan.
  44.  16
    The Holocaust: Moral and Political Lessons.A. H. Lesser - 1995 - Journal of Applied Philosophy 12 (2):143-150.
    : In many discussions, whether general or academic, the Holocaust is used as a warning of how initially small corruptions can lead to terrible consequences. In particular, it has been seen as illustrating the ‘slippery slope’from euthanasia to murder, as showing the consequences of an exaggerated respect for law, and as showing the effects of a corrupt ideology. It is argued that these three points are all somewhat inaccurate, and that 1) the ‘slippery slope’occurred much earlier, the so‐called ‘euthanasia’programme being (...)
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  45.  27
    Resistance, Medicine, and Moral Courage: Lessons on Bioethics from Jewish Physicians during the Holocaust.Jason Adam Wasserman & Herbert Yoskowitz - 2019 - Conatus 4 (2):359.
    There is a perpetrator historiography of the Holocaust and a Jewish historiography of the Holocaust. The former has received the lion’s share of attention in bioethics, particularly in the form of warnings about medicine’s potential for complicity in human atrocity. However, stories of Jewish physicians during the Holocaust are instructive for positive bioethics, one that moves beyond warnings about what not to do. In exercising both explicit and introspective forms of resistance, the heroic work of Jewish physicians in the ghettos (...)
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  46.  27
    Suffering and the moral orientation of presence: lessons from Nazi medicine for the contemporary medical trainee.Benjamin Wade Frush & Jay R. Malone - 2021 - Journal of Medical Ethics 47 (12):815-819.
    Medical trainees should learn from the actions of Nazi physicians to inform a more just contemporary practice by examining the subtle assumptions, or moral orientations, that led to such heinous actions. One important moral orientation that still informs contemporary medical practice is the moral orientation of elimination in response to suffering patients. We propose that the moral orientation of presence, described by theologian Stanley Hauerwas, provides a more fitting response to suffering patients, in spite of the (...)
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  47.  17
    Lessons from the Past: The Moral Use of History in Fourth-Century Prose (review).John Marincola - 2007 - Classical World: A Quarterly Journal on Antiquity 101 (1):104-105.
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  48.  32
    (1 other version)Autonomy, Beneficence, and Gezelligheid: Lessons in Moral Theory from the Dutch.Hilde Lindemann - 2009 - Hastings Center Report 39 (5):39-45.
    American bioethicists lack the theoretical resources to work in cross‐cultural settings. All we have are two approaches to ethics—principles vs. narratives—that are mostly at odds, and neither of which is up to the job. If moral principles are too abstract to be useful, and if stories cannot provide moral authority, then where do we find our moral norms?
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  49.  59
    (1 other version)Popular Song as Moral Microcosm: Life Lessons from Jazz Standards.Jerrold Levinson - 2012 - Royal Institute of Philosophy Supplement 71:51-66.
    In a recent paper devoted to my topic, music and morality, my fellow philosopher of music Peter Kivy makes a helpful tripartite distinction among ways in which music could be said to have moral force. The first is by embodying and conveying moral insight; Kivy labels that epistemic moral force. The second is by having a positive moral effect on behavior; Kivy labels that behavioral moral force. And the third is by impacting positively on character (...)
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  50. The Quest for Moral Progress: Lessons from Diamond and Rorty.Sarin Marchetti - 2016 - Iride: Filosofia e Discussione Pubblica 27 (78):347-59.
     
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