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Attitude, its rhetoric

In Marjorie B. Garber, Beatrice Hanssen & Rebecca L. Walkowitz (eds.), The turn to ethics. New York: Routledge (2000)

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  1. Facing Risk: Levinas, Ethnography, and Ethics.Peter Benson & Kevin Lewis O'neill - 2007 - Anthropology of Consciousness 18 (2):29-55.
    This article examines methodological and ethical issues of ethnographic research through the lens of Emmanuel Levinas's philosophy. Levinas is relevant to a critical analysis of ethnographic methods because his philosophy turns on the problematic relationship between self and other, among other important problems that define and guide contemporary anthropological research, including questions of responsibility, justice, and solidarity. This article utilizes Levinas's philosophy to outline a phenomenology of the “doing” of fieldwork, emphasizing the contingency of face-to-face encounters over controlled research design. (...)
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  • Quality care as ethical care: a poststructural analysis of palliative and supportive district nursing care.Maurice Nagington, Catherine Walshe & Karen A. Luker - 2016 - Nursing Inquiry 23 (1):12-23.
    Quality of care is a prominent discourse in modern health‐care and has previously been conceptualised in terms of ethics. In addition, the role of knowledge has been suggested as being particularly influential with regard to the nurse–patient–carer relationship. However, to date, no analyses have examined how knowledge (as an ethical concept) impinges on quality of care. Qualitative semi‐structured interviews were conducted with 26 patients with palliative and supportive care needs receiving district nursing care and thirteen of their lay carers. Poststructural (...)
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  • On Timothy Findley’s The Wars and Classrooms as Communities of Remembrance.Ann Chinnery - 2014 - Studies in Philosophy and Education 33 (6):587-595.
    In this paper I explore the connection between narrative ethics and the increasing emphasis on historical consciousness as a way to cultivate moral responsibility in history education. I use Timothy Findley’s World War I novel, The Wars, as an example of how teachers might help students to see history neither simply as a collection of artefacts from the past, nor as an effort to construct an objective view about what went on in those other times and places, but rather as (...)
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