The aim of the present article is to contribute empirically derived knowledge about Swedish researchers’ experience of ethical problems, conflicts and dilemmas in their research practice in relation to the ethical vetting legislation and procedure. The study has been carried out using the critical incident technique, with researchers from various disciplines providing examples from their own research practice of problems relating to research ethics. The analysis of the researchers’ responses indicates three phenomena, partly in line with similar studies in other (...) countries: the law of ethical vetting puts limits on the relevant research ethical questions; it is not possible to anticipate all questions of research ethics; and there are consequences to the fact that the boards for ethical vetting ignore problems that fall outside the law. (shrink)

Följande artikel under temat “Etikbølgen i yrkesutdanning og praksis” beskriver och diskuterar etik och juridik i läraryrket med utgångspunkt i det dilemma som lärare själva anser vara ett av de svåraste enligt två svenska empiriska studier – att ingripa mot en kollega som handlar etiskt klandervärt mot elever. Artikeln diskuterar vidare den dygdetiska kritik mot regeletik som förekom vid tillkomsten av de etiska principerna. Vidare pekar den på de problem som följer av att lärarna är föremål för en tilltagande juridifiering. (...) En våg, en bølge, kan beröra endast ytan som en krusning eller vara en djupgående och energirik rörelse. För att använda den aktuella metaforen på mitt studieobjekt skulle jag vilja påstå att diskussionen av lärares yrkesetik och medvetenheten om svenska lärares etiska riktlinjer utvecklades till en våg av endast blygsam storlek. I dagsläget har den ersatts av en juridisk våg med stor kraft.Nyckelord: etik i läraryrket, etiska dilemman, juridifiering av lärarpraktikenEnglish summary: Teachers’ ethical dilemmas and the juridification of the Swedish schoolIn this article, ethics and law in the teaching profession are described and discussed, starting with the ethical dilemma that teachers point to as the most difficult, according to referred empirical studies – intervention when a colleague acts in an ethically incorrect way towards students. Furthermore the author discusses the critique coming from virtue ethics in relation to ethical principles and shows that even Aristotle suggests ethical principles under certain circumstances. Swedish teachers’ ethical principles had very little time to be achieved before an increasing juridification of teaching took place. This phenomenon is discussed in terms of professional autonomy and professional judgement. (shrink)

Deduction, explanation, and social scientific inquiry -- The alienation of political theory -- American political science, liberalism, and the invention of political theory -- Interpretation and action : political theory and the theory of action -- Interpretation and the history of political theory: apology and epistemology -- Interpretation and the autonomy of concepts -- Why there cannot be a theory of politics -- Speaking politically -- Reading Max Weber, Leo Strauss and Eric Voegelin -- "Leaving everything as it is" : (...) political inquiry after Wittgenstein -- An interview with John G. Gunnell : questions from Christopher C. Robinson. (shrink)

A distinctive feature of Ludwig Wittgenstein's work after 1930 was his turn to a conception of philosophy as a form of social inquiry, John G. Gunnell argues, and Thomas Kuhn's approach to the philosophy of science exemplified this conception. In this book, Gunnell shows how these philosophers address foundational issues in the social and human sciences, particularly the vision of social inquiry as an interpretive endeavor and the distinctive cognitive and practical relationship between social inquiry and its subject matter. Gunnell (...) speaks directly to philosophers and practitioners of the social and human sciences. He tackles the demarcation between natural and social science; the nature of social phenomena; the concept and method of interpretation; the relationship between language and thought; the problem of knowledge of other minds; and the character of descriptive and normative judgments about practices that are the object of inquiry. Though Wittgenstein and Kuhn are often criticized as initiating a modern descent into relativism, this book shows that the true effect of their work was to undermine the basic assumptions of contemporary social and human science practice. It also problematized the authority of philosophy and other forms of social inquiry to specify the criteria for judging such matters as truth and justice. When Wittgenstein stated that "philosophy leaves everything as it is," he did not mean that philosophy would be left as it was or that philosophy would have no impact on what it studied, but rather that the activity of inquiry did not, simply by virtue of its performance, transform the object of inquiry. (shrink)

Leo Strauss»s Natural Right and History and Eric Voegelin»s New Science of Politics represented both a continuation of the Weimar conversation and a projection into the American context of the issues that defined that conversation. They each chose Max Weber as the pivotal figure in their animadversions regarding historicism, relativism, and the condition of social science, but, as in the case of Weber himself, the underlying issue, which animated the emigres across the ideological spectrum, was the relationship between theory and (...) practice or philosophy and politics. (shrink)

The achievement of optimal therapeutic results presupposes the use of appropriate treatment combined with maximal utilization of placebo effects. These aims may sometimes be difficult to satisfy in randomized clinical trials (RCTs). The question thus arises whether there is a conflict between the goals of therapy and those of experimental research; and if so, to what extent, and how is it handled in practice by clinicians and researchers. Various ethical problems have been discussed in several reports connected with RCTs. But (...) we have found no discussion concerning the conflict between obtaining informed consent and promoting optimal placebo effects. Information about RCTs can be given in various ways. Sometimes appropriate information about RCTs to patients involves non-optimal utilization of placebo effects. This gives rise to ethical and methodological problems, which are discussed in this article. (shrink)

Americans have long prided themselves on living in a country that serves as a beacon of democracy to the world, but from the time of the founding they have also engaged in debates over what the criteria for democracy are as they seek to validate their faith in the United States as a democratic regime. In this book John Gunnell shows how the academic discipline of political science has contributed in a major way to this ongoing dialogue, thereby playing a (...) significant role in political education and the formulation of popular conceptions of American democracy. Using the distinctive “internalist” approach he has developed for writing intellectual history, Gunnell traces the dynamics of conceptual change and continuity as American political science evolved from a focus in the nineteenth century on the idea of the state, through the emergence of a pluralist theory of democracy in the 1920s and its transfiguration into liberalism in the mid-1930s, up to the rearticulation of pluralist theory in the 1950s and its resurgence, yet again, in the 1990s. Along the way he explores how political scientists have grappled with a fundamental question about popular sovereignty: Does democracy require a people and a national democratic community, or can the requisites of democracy be achieved through fortuitous social configurations coupled with the design of certain institutional mechanisms? (shrink)

This book is an exploration of the relationship between philosophy and political inquiry. John G. Gunnell is seeking to explain certain dimensions of how philosophy has influenced political science and political theory but also how these latter fields have understood and deployed philosophy. When social scientists and social theorists turn to the work of philosophers for intellectual authority what they extract is often selective and in the service of some prior agenda. The philosophers whose work he discusses have all in (...) various degrees been objects of the conversation of political theory, but close acquaintance with that work is often limited and derivative. Gunnell's goal is to initiate a more genuine "conversation" with certain philosophers and political theorists. (shrink)

Despite the extensive commentary on the work of Peter Winch, there has been inadequate recognition of how his Idea of a Social Science discerned the implications of Wittgenstein’s philosophy for confronting issues regarding the nature and interpretation of social phenomena. Winch’s subsequent confrontation with anthropology can be further illuminated by examining one of the most contentious contemporary debates in this field. This case illustrates the paradoxes involved in meta-practices such as philosophy and social science seeking to make descriptive and normative (...) claims about conceptually preconstituted forms of life, and it indicates the limitations of philosophical realism as a social scientific meta-theory. (shrink)

The assumed difference and continuing estrangement between political philosophy and political science is a relatively recent development. Both fields sprang from closely entwined concerns about democracy and matters of social and political justice, and today both must still confront their practical as well as cognitive relationship to their subject matter. This issue, however, has receded into the background of these discourses. Ludwig Wittgenstein's vision of philosophy is in effect a vision of social inquiry. His work, when viewed from this perspective, (...) prompts us to reconsider the logical status of various modes of political inquiry: how can these practices, descriptively and normatively, do justice to their subject matter? How can they deal with such foundational issues as the nature of social phenomena, the concepts of representation and interpretation, the problem of knowledge of other minds and what is involved in making explanatory and evaluative judgments about the objects of inquiry? (shrink)

It has been notoriously difficult to link Ludwig Wittgenstein’s work to the agendas of academic political theory. While this is in part due to his style of writing and the absence of an explicit discussion of politics, his commitment to the irreducibility of conventions is difficult to reconcile with the search of many political theorists for both criteria of political essentiality and a basis of cognitive privilege that would underwrite a vision of critical and normative inquiry. Although political theory is (...) characteristically drawn toward the literature of philosophy in search of identity and images of epistemic authority, Wittgenstein’s work subverts the search for the universality of both politics and political inquiry. It is, however, possible to perceive in his work a positive valence for both a vision of political inquiry and criteria of democracy. (shrink)

The origins of the social sciences were in ideologies associated with moral philosophy and social reform movements. The turn to science was initially to secure the cognitive authority to speak truth to power about matters of social policy. This heritage was particularly salient in the controversy about behaviouralism in American political science. The debate between what was becoming mainstream political science and a growing number of individuals in the subfield of political theory was actually less about whether the discipline could (...) emulate the methods of natural science than about an underlying conflict between competing visions of democracy. This was to some extent the residue of a dispute, which began in the 1920s, between pluralism as the basis of a theory of democracy and a more communitarian image, but it was also a reflection of more recent work in political philosophy as well as ideological differences in the American political context. (shrink)

The issue of the nature of concepts and the problem of understanding conceptual change have become increasingly important in methodological discussions of the study of the history of political thought as well as in substantive research. The treatment of these matters, however, remains inadequate. This is in part a consequence of metatheoretical agendas that have diverted attention away from a theoretical analysis of concepts and apposite issues such as the relationship between mental predicates, words and concepts. But the failure to (...) confront these matters has also been the result of the pervasive emphasis on contextual analysis in historical interpretation. One of the methodological implications of a more thorough theoretical account of concepts is a greater concern with internal history and conceptual genealogy. (shrink)

Contemporary literature in cognitive science and the philosophy of mind points to the locus of significant unresolved theoretical and methodological issues in political theory and political science, and particularly to the persistently anomalous status of mental concepts. The manner in which political and social theorists have accessed and deployed this literature, however, has been highly selective and conceptually problematical. The purpose has often been to justify prior agendas, and issues relating to how brain processes are involved in an explanation of (...) political phenomena have not been satisfactorily confronted. Cognitive science is itself a highly contested field with indigenous theoretical difficulties, and it is necessary to sort out and analyze the salient positions in this conversation and to begin, at least tentatively, to assess critically its implications for both social theory and empirical research and to suggest a direction for further investigation. (shrink)

Background: The school is a key environment for establishing good health habits among pupils. School nurses play a prominent role in health promotion, since they meet with every single adolescent. Research aim: To describe care ethics in the context of school nurses’ health-promoting activities among adolescents in secondary schools. Research design: An explorative descriptive methodology in which semi-structured interviews were used to collect data and content analysis was performed. Participants and research context: Data were collected from eight school nurses in (...) a municipality in Western Sweden. Ethical considerations: This study was conducted according to the ethical principles of the Swedish Research Council (2011), and the written informed consent of the participants was obtained. Findings/discussion: A caring relation, based on care ethics, is the basis for successful health-promoting activities among adolescents. The school nurses show strong engagement in and commitment to caring for and caring about adolescents by being attentive and listening to their expressed feelings and needs, both spoken and unspoken. Furthermore, the school nurses have a deep sense of responsibility in supporting and empowering adolescents to trust their own capabilities. To enhance health and well-being, school nurses emphasize low-threshold counselling, flexibility, openness, early intervention and continuity, as well as good collaboration with the health team at school and with parents. Conclusion: Strengthening person-centred healthcare can provide adolescents with the recognition and support they need to grow into healthy adults. For successful health promotion, all aspects of the ethics of care should be considered as part of an integrated whole based on the integrity of care. (shrink)

Although social scientists have been devoted to discovering specific realities of social life, many theorists devoted to critical judgment have turned to philosophy in search of universal grounds of truth and reality. They have, however, worried about the problem of relativism. Although Wittgenstein has often been characterized as a relativist, Cora Diamond, inspired by G. E. M Anscombe, argues that his work, despite internal tensions, provides rational grounds for external criticism of social practices. Her argument and her critique of the (...) work of Peter Winch and Ilham Dilman are, however, neither adequately supported by Wittgenstein’s texts nor sufficiently developed on their own terms. (shrink)

Hutchinson, Read, and Sharrock have provided an important analysis of the work of Peter Winch. They succeed in rescuing his philosophy from many of the distorting characterizations and categorizations to which it has been subjected, and they provide a fresh account of its relevance for thinking about the theory and practice of social science.

Patients are supposed to be given care according to their needs. This concept is, however, difficult to define and patients and caregivers may have different opinions about a patient’s needs. Twenty patients were interviewed and asked to give a definition of need, describe their needs while hospitalized and depict what they do to make sure their needs are fulfilled. Ten groups of needs were identified: communication, basic care, contact with other people, behaviour of staff, empathy, competent caregivers, continuity, integrity, participation (...) in decision making, and pain relief. The descriptions patients gave of how they ensured their needs were met could be divided into two groups: openly seeking attention; or not wanting to disturb the staff. Interviews with patients emphasized the importance of recognizing that they have individual needs and varying abilities to see that their needs are fulfilled. (shrink)

The purpose of this overview of published articles on decision making in paediatric care was to identify important aspects of its possible use in clinical practice and to obtain a base for future research. A literature review was undertaken utilizing snowball sampling to identify articles because of the diversity present within the area of decision making in paediatric care. The databases PubMed and CINAHL were used. The search was limited to articles published in English during the period 1994-2004. The analysis (...) entailed a series of comparisons across articles, focusing on major areas of enquiry and patterns of results. Various levels of decision making are described because these seem to form a basis for how decisions are made. Concepts found to be of importance for decision making are described under the following headings: competence, the child’s best interests, knowledge, values and attitudes, roles and partnership, power, and economy. Further research is suggested. (shrink)

Twenty-four children (aged 5 months to 18 years) who were admitted to a university hospital were observed for a total of 135 hours with the aim of describing their degree of participation in decisions concerning their own care. Grading of their participation was made by using a 5-point scale. An assessment was also made of what was considered as optimal participation in each situation. The results indicate that children are not always allowed to participate in decision making to the extent (...) that is considered optimal. In no case was it judged that a child participated in or was forced to make a decision that was too difficult for the child. The interactions between children, parents and staff were also described in connection with discussions and decision-making processes. This showed that parents do not always support their children in difficult situations and that health care staff often inform children about what is going to happen without presenting alternatives or asking for their views. Staff may, however, find themselves facing an ethical conflict in deciding between supporting a child’s view or following hospital routine. It is of great importance that children are looked upon as potentially autonomous individuals and that staff members realize that one of their core duties is to facilitate children’s participation in decision making concerning their health care. (shrink)

ObjectiveThe objective of this study was to explore Swedish managers’ and HR-officers’ experiences and perceptions of skills training including a development and implementation of an alcohol policy.MethodsSemi-structured interviews were conducted with Swedish managers and HR-officers from nine different organizations whom had received skills training and an organizational policy implementation. The interviews were analyzed using thematic analyses.ResultsIn total, nine themes were identified as: The prevalence of alcohol problems: a wake-up call; a reminder to intervene immediately; an altered view of the responsibility (...) of the employer; initiating conversations about alcohol: a useful toolbox; an imprecise, yet positive, memory; increased awareness of issues related to alcohol culture; I have not heard a word about a new alcohol policy; the alcohol policy: a mere piece of paper; and alcohol problem prevention: hardly a low-hanging fruit. Participants’ experiences of the skills training were positive overall.ConclusionVarious aspects of the skills training were appreciated by managers and HR-officers, including insight of prevalence statistics and employer responsibilities. Participants emphasized the value of repeated skills training occasions for retaining knowledge. Future research may investigate further in what way skills training may affect managers’ willingness to engage in workplace alcohol prevention. Since the implementation of any policy had gone unnoticed to participants, a reason for which could be related to the notion of the existing policy as “good enough” in its current condition, implementation and organizational issues, or a reluctance to address alcohol-related matters unless necessary; future research may focus on investigating in what manner alcohol policies are in fact utilized within organizations. (shrink)

When a child is hospitalized, the parents find themselves in an unfamiliar environment and their parental role changes. They are in a stressful and often anxiety-filled situation and it may be difficult for them to participate in decisions. The purpose of this study was to examine the extent to which parents participate in decisions during the course of events when their child is hospitalized. Thirty-five parents of 24 children (aged 5 months to 18 years) were followed by mobile observation during (...) their child’s hospitalization in a paediatric department in Sweden. Three researchers analysed field notes in three steps, using manifest and latent coding. In step 1, 119 situations that included a decision process were identified. In step 2, the situations were assessed according to a five-level scale concerning how the parents’ wishes, desires or values had been respected. In step 3, each situation was scrutinized with respect to factors influencing the extent of the parents’ participation. The results showed that parents have varying ability to be involved in decision making. Professionals need to communicate more openly with them in order to identify and satisfy their needs because some parents are unwilling or incapable of expressing them. (shrink)

This alliteratively titled assemblage is both attractive and absorbing. Far from the ossified remains one might dread from old texts, dry excavations, or sterile laboratories, the conference proceedings bring to light a variety of fresh data and new perspectives. We learn about such poorly understood but everyday life events as the extraction of marrow, bones as the chew-toys of dogs and rodents, not to mention the virtually ubiquitous presence of shells and little bits of fish. No one studyi...