The compelling ethical legacy of Clifford Christians's and his profound commitment to moral action is enriched by his engagement with universal proto-norms, values that order all human relationships and institutions and so bypass the divisiveness of appeals to individual rights, cultural practices, or national prerogatives. According to Christians, the primal sacredness of life establishes mutual respect as a basis for ethics and thus constitutes the premier proto-norm; our obligation to sustain one another defines human existence. Entailed by the sacredness of (...) life are other basic ethical values, such as truth, human dignity, and non-violence. This essay considers whether generating all ethics from such universals has downsides and whether the ethics derived from this “primordial generality” produces the maximal ethics required by a complex, modern world. (shrink)

This paper takes issue with what seem to be standard practices of at least some organizations that use models in their ad campaigns. These organizations know that many of their models have had drug problems but refuse either to tolerate this or to help them. Some organizations have, allegedly in the name of a responsibility for the health of their customers, rather opted for a firm condemnation of the practices in which models such as Kate Moss apparently engage. This raises (...) questions about hypocrisy. The paper uses Levinas's concept of the face critically to describe what might be going on in the conflict between Moss and some of the companies she worked for. Moss is arguably understood by these companies as a role model who should not engage with drugs or street life. Against these more or less patronizing tendencies, the paper claims that it is not so much the face but processes of defacement that should trouble us from a moral perspective. The face, it is maintained, is not only ethical but also has a materiality. In opposition to what is maintained by at least some scholars of Levinas, art, literature and history have alerted us over and over again that the face is anything but indelible. Some examples from art show us the versatility and vulnerability of the face. The gossip and hype about what came to be known as the Kate Moss affair stands, it is argued, in a long misogynic tradition of defacement. (shrink)

Utilitarianism has dominated media ethics for a century. For Mill, individual autonomy and neutrality are the foundations of his On Liberty and System of Logic, as well as his Utilitarianism. These concepts fit naturally with media ethics theory and professional practice in a democratic society. However, the weaknesses in utilitarianism articulated by Ross and others direct us at this stage to a dialogic ethics of duty instead. Habermas's discourse ethics, feminist ethics, and communitarian ethics are examples of duty ethics rooted (...) in the dialogic relation that enable us to start over intellectually. (shrink)

Using the works of Richard Rorty and John Caputo, I want to suggest that we might be better off treating the traditional ethical theories of Kant, Mill, Aristotle and Hobbes as normative narratives rather than as justificatory schemes for moral decision making to be set up against one another. In a spirit akin to Husserl's ‘bracketing’ of metaphysics, when discussing ethical theories in business ethics, we can easily avoid metaphysics and use an approach that sees ethical theory as socially convincing (...) normative narratives – narratives that unify us with others insofar as they describe our phenomenological experiences in a way with which many of us mutually resonate. I will do this by attempting to show how John Caputo's thinking in Against Ethics and Rorty's postmodern pragmatism might be appropriated to some extent by us in business ethics. (shrink)

Twelve retired nurses were asked to narrate a care situation in which it had been difficult for them as nurses to know what was the right and good thing to do. The transcribed interviews were examined by content analyses. Physicians were the central coactors in the nurses’ stories. Colleagues were seldom mentioned. Other ward staff were mainly called ‘the girls’. The patient was central and referred to with respect. All the nurses focused on experiential learning. Guiding ethical principles are listed.

― Mesa redonda virtual ― Tabla de contenidos: Educar también requiere de la dimensión emocional ― Nora Ovelar Para una lectura postmoderna de las quince propuestas ― Alexander López De ese “yo” que se cuestiona ― Susana Frisancho Una cosa más: leer sobre las etapas del desarrollo moral ― Levy Farías A modo de conclusión: cuando el yo se vuelve nosotros ― Paul Carr.

Reviewing "The Ethics of Gender, Feminism and Christian Ethics," and "The Cambridge Companion to Feminist Theology," the author suggests that Susan Parsons responds to questions postmodernism has posed to both feminism and Christian ethics by using insights gained from various accounts of the moral subject found in feminist philosophy, ethics, and theology. Hesitant to embrace postmodernism's critique of the possibility of ethics, Parsons redefines ethics by establishing a moral point of view within discursive communities. Yet in her brief treatment of (...) Emmanuel Levinas, Parsons does not explore the postmodern option he offers feminists: an understanding of moral responsibility that can be critical of ethics. Parsons also ignores some feminist perspectives in the physical and natural sciences, thereby missing valuable insights of feminists who insist upon the materiality of the body. (shrink)

Between Summits I and II, media ethics established its legitimacy, summarized into recommendations for the field's future fluorescence. This history points to the challenges through which media ethics moves to another order of magnitude. A historical map of media ethics scholarship since 1980 divides into 5 domains, and each is introduced: theory, social philosophy, religious ethics, technology, and truth. From this content analysis of the literature, an agenda emerges for research and academic study that can raise media ethics to a (...) higher level. (shrink)

If the ultimate purpose of ethical argument is to persuade people to act a certain way, the point of doing business ethics is to persuade others about what constitutes proper ethical behavior. Given that teleological perspective, the role of the business ethicist is to be an orator or rhetorician. Further, since one cannot expect more certitude than the subject warrants, from Aristotle’s perspective, while rhetoric is the most persuasive means of arguing, it is not scientific demonstration. Rhetoric uses examples and (...) enthymemes. Such an approach answers the postmodern claim that ethical argument cannot lead to certitude and shows how the use of rhetoric helps avoid relativism and leads to more effective persuasion. According to Aristotle, rhetoric involves gaining truth with a “rough and general sketch.” This rhetorical approach allows the listener to “see as” the persuader sees, by attending to aspects of our shared experience and language. This mirrors insights of Kant’s reflexive judgment in his third critique as well as the later Wittgenstein, who compares ethics to aesthetics. (shrink)

Emmanuel Levinas compares ethical responsibility to a maternal body who bears the Other in the same without assimilation. In explicating this trope, he refers to a biblical passage in which Moses is like a “wet nurse” bearing Others whom he has “neither conceived nor given birth to”. A close reading of this passage raises questions about ethics, maternity, and sexual difference, for both the concept of ethical substitution and the material practice of mothering.

This paper takes issue with what seem to be standard practices of at least some organizations that use models in their ad campaigns. These organizations know that many of their models have had drug problems but refuse either to tolerate this or to help them. Some organizations have, allegedly in the name of a responsibility for the health of their customers, rather opted for a firm condemnation of the practices in which models such as Kate Moss apparently engage. This raises (...) questions about hypocrisy. The paper uses Levinas's concept of the face critically to describe what might be going on in the conflict between Moss and some of the companies she worked for. Moss is arguably understood by these companies as a role model who should not engage with drugs or street life. Against these more or less patronizing tendencies, the paper claims that it is not so much the face but processes of defacement that should trouble us from a moral perspective. The face, it is maintained, is not only ethical but also has a materiality. In opposition to what is maintained by at least some scholars of Levinas, art, literature and history have alerted us over and over again that the face is anything but indelible. Some examples from art show us the versatility and vulnerability of the face. The gossip and hype about what came to be known as the Kate Moss affair stands, it is argued, in a long misogynic tradition of defacement. (shrink)

The rise of learning analytics, the application of complex metrics developed to exploit the proliferation of ‘Big Data’ in educational work, raises important moral questions about the nature of what is measurable in education. Teachers, schools and nations are increasingly held to account based on metrics, exacerbating the tendency for fine-grained measurement of learning experiences. In this article, the origins of learning analytics ontology are explored, drawing upon core ideas in the philosophy of computing, such as the general definition of (...) information and the information-theoretic account of knowledge. Drawing upon a reading of Descartes Meditatio II, which extends the phenomenology of Jean-Luc Marion into a pedagogy of intentionality, the article identifies a fundamental incompatibility between the subjective experience of learning and the information-theoretic account of knowledge. Human subjects experience and value their own information incommensurably with the ways in which computers measure and quantify information. The consequences of this finding for the design of online learning environments, and the necessary limitations of learning analytics and measurement are explored. (shrink)