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  1. Towards an Aristotelian Theory of Care.Steven Steyl - 2019 - Dissertation, University of Notre Dame Australia
    The intersection between virtue and care ethics is underexplored in contemporary moral philosophy. This thesis approaches care ethics from a neo-Aristotelian virtue ethical perspective, comparing the two frameworks and drawing on recent work on care to develop a theory thereof. It is split into seven substantive chapters serving three major argumentative purposes, namely the establishment of significant intertheoretical agreement, the compilation and analysis of extant and new distinctions between the two theories, and the synthesis of care ethical insights with neo-Aristotelianism (...)
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  • Affective solidarity: Feminist reflexivity and political transformation.Clare Hemmings - 2012 - Feminist Theory 13 (2):147-161.
    This article seeks to intervene in what I perceive to be a problematic opposition in feminist theory between ontological and epistemological accounts of existence and politics, by proposing an approach that weaves together Elspeth Probyn’s conceptualisation of ‘feminist reflexivity’ with a re-reading of feminist standpoint through affect. In so doing, I develop the concept of affective solidarity as necessary for sustainable feminist politics of transformation. This approach is proposed as a way of moving away from rooting feminist transformation in the (...)
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  • The Virtue of Care.Steven Steyl - 2019 - Hypatia 34 (3):507-526.
    There have been many attempts to define care in terms of the virtues, but meta‐analyses of these attempts are conspicuously absent from the literature. No taxonomies have been offered to situate them within the broader care ethical and virtue theoretical discourses, nor have any substantial discussions of each option's merits and shortcomings. I attempt to fill this lacuna by presenting an analysis of the claim that care is a virtue (what I call the “virtue thesis” about care). I begin by (...)
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  • Epistemic empathy in childrearing and education.Kai Horsthemke - 2015 - Ethics and Education 10 (1):61-72.
    The question, what is it like to be a child?, is one that most of us, in our capacity as parents and/or educators, have probably asked ourselves already at some point. Perhaps one might go further and suggest that it is a question we ought to ask ourselves, insofar as the attempt to provide a meaningful response has a significant bearing on childrearing and education. It is a question that presumably frames the processes of cognitive and moral education – i.e. (...)
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  • Should Empathic Development Be a Priority in Biomedical Ethics Teaching? A Critical Perspective.Bruce Maxwell & Eric Racine - 2010 - Cambridge Quarterly of Healthcare Ethics 19 (4):433-445.
    Biomedical ethics is an essential part of the medical curriculum because it is thought to enrich moral reflection and conduce to ethical decisionmaking and ethical behavior. In recent years, however, the received idea that competency in moral reasoning leads to moral responsibility “in the field” has been the subject of sustained attention. Today, moral education and development research widely recognize moral reasoning as being but one among at least four distinguishable dimensions of psychological moral functioning alongside moral motivation, moral character, (...)
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  • The need for empathetic healthcare systems.Angeliki Kerasidou, Kristine Bærøe, Zackary Berger & Amy E. Caruso Brown - 2021 - Journal of Medical Ethics 47 (12):e27-e27.
    Medicine is not merely a job that requires technical expertise, but a profession concerned with making the best decisions and recommendations with reference to, and in consultation with, the patient. This means that the skill set required for healthcare professionals in order to provide good care is a combination of scientific knowledge, technical aptitude, and affective qualities or virtues such as compassion and empathy.
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