Many readers will be familiar with the power of stories to stimulate rich, ethically-focussed philosophical enquiry with communities of children and young people. This paper presents a view of the relationship between ethics and narrative that attempts to explain why this is the case. It is not an accident that moral matters are illuminated in stories, nor is the explanation for this fitness for purpose merely pragmatic, or a matter of convention. Narrative is at the heart of (...) learning how to live a good live and living that life. Unlike other forms of organising human experience, such as mathematics or science, narrative represents ethical experience particularly well. This is possible because of the logical structures of human experience that narrative successfully communicates and because of the human faculties that it successfully engages , which are the faculties we use in ethical life. Understood in this way, narrative is both a source, and a method of ethical knowledge and understanding. The implication of this claim is that narrative is is not only useful as a stimulus for ethical enquiry in the way in which delegates may be familiar. According to my account, telling and being told stories and exploring narrative features such as character and setting constitute a form of ethical enquiry in their own right. These activities require us to engage the same faculties at work in ethical life and in doing so, we gain ethically relevant experiences that reinforce, challenge and enlarge what we know and understand about the ethical world. However, we do not strive to grasp propositional knowledge through engaging with narratives as a source and method of knowledge and understanding. Books, plays and films on my account, do not have ‘a moral of the story’ that must be grasped and then internalised. What we learn through engagement with narrative is ethical perceptiveness. Perceptiveness in this sense, is knowing how to read and respond to the ethically salient features of a text or an everyday experience. It is a function of the use of our emotion and imagination in conjunction with the intellect. In light of these claims, I advocate ‘Narrative Ethical Enquiry’, a pedagogy that aims at three things I consider to be constitutive of perceptiveness: Ethical awareness: The active and self-conscious identification of the ethical content in stories. Narrative competence: The encouragement of sophisticated acts of giving and receiving stories, as an integral part of ethics education and not just as the basis for an exploration of issues in some other gear e.g. philosophical, legal, scientific, religious etc. Self-conscious enquiry: The recognition – by learners and teachers – of the potential of narratives and active use of narrative to gain ethical knowledge and understanding. Although ethical enquiry in PwC often begins with a story, this does not mean that narrative has been optimised in that educational encounter. Often in a PwC class that begins with a story, there is a hasty move made from an exploration of the detailed content of the story to the identification of one or two ethical concepts followed by the pursuit of understanding through conceptual analysis, the construction of prima facie axioms, principles and other theoretical constructs. All of which operate at a suitably high level of generality and abstraction. This is what philosophy does well, but in in doing so in ethical enquiry, it overlooks narrative features of a stimulus that can offer ethical illumination. Features such as the time and place in which the story takes place; the intentional and emotional states of certain characters; the contingency of certain events and the necessity of others; the uniqueness of the story as a singular whole including its particular details and simultaneously, the generic patterns of tragedy or parody that it assumes. An intellectualistic philosophical engagement with a story will typically neglect the faculties of emotion and imagination that enable us to fully access the ethical dimension of a story and in turn allow us to navigate the ethical dimension of every day life. I propose an approach to ethical enquiry that draws on the self-conscious and systematic clarity of philosophy and the richness, complexity and immediacy of narrative. Philosophical and narrative modes of understanding can - and often do - complement one another in PwC. In proposing Narrative Ethical Enquiry I simply advocate that this be acknowledged, understood and capitalised upon. (shrink)

John Barton is convinced that in many areas of ethical enquiry the Old Testament has much to teach us, and he argues his case in this new book, which developed out of lectures given both in Canada and in Oxford. During it he looks again at the Ten Commandments; the narrative about David and his children; the ethical issues of ecology, sexual morality and property; human morality as the express command of God; and the motivation for (...) moral conduct. By the end of the book it is clear that although the Old Testament comes to us from a remote, alien and apparently unsophisticated context, the powerful minds who worked on its books still have things to say which remain evocative and suggestive for our own moral enquiries. (shrink)

This chapter applies the modified philosophy of Alasdair MacIntyre to mental health law, and in particular to the mental health tribunal. The natural law approach of Thomas Aquinas is used to assist in this. It is argued that, for law to be just in pre-modern terms, it requires that it be assessed as rational together with the care it supports as a single entity. As such, according to a modified version of the Thomistic Aristotelian ethics of MacIntyre, justice would require (...) reconciliation of both doctor and patient narratives regarding care, possibly at the tribunal. It is suggested that psychiatric intensive care, in particular, could benefit from this approach. The approach might be seen as an additional protection to human rights-based considerations. It is also argued that the tribunal can be seen differently, according to the tradition of enquiry. (shrink)

It has been claimed that ‘virtuous structures’ can foster moral agency in organisations. We investigate this in the context of employee involvement in corporate philanthropy, an activity whose moral status has been disputed. Employing Alasdair MacIntyre’s account of moral agency, we analyse the results of eight focus groups with employees engaged in corporate philanthropy in an employee-owned retailer, the John Lewis Partnership. Within this organisational context, Employee–Partners’ moral agency was evidenced in narrative accounts of their engagement in philanthropic activities (...) and in their disputes about the moral status of corporate philanthropy. (shrink)

The connection is made between the Royal Museum of Scotland and encyclopaedia, one of MacIntyre's three rival versions of moral enquiry. It is then asked how MacIntyre's other two methods, genealogy and tradition‐constituted enquiry, would function within a museum. It is proposed that the museum fulfils Haldane's criterion for tradition‐constituted enquiry in that it combines the immanence and open‐endedness of the methods of enquiry with transcendence in the objects of enquiry. The ethical judgments of (...) the visitors constitute transcendent truth in morality; hence one can see the museum as a site of Aristotelian enquiry. -/- To pursue this, the museum is explored as a site of Aristotelian study or theoria, and of MacIntyre's updated Aristotelianism. Therein we study the narratives written by historians and by individuals in a version of Aristotelian epagogê, or the sifting of the opinions of the many and the wise. This process may also enhance civic friendship and our exercise of practical wisdom towards disadvantaged groups. -/- Finally, MacIntyre's three rival versions of moral enquiry are returned to, and a museum characterised for each. All three are found to involve seriousness in the purposes of enquiry. Attention is drawn to MacIntyre's criticism of the interaction of bureaucracy and social science. It is proposed that such interaction may, in the case of the museum, dilute its seriousness as a site of enquiry. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BENEDICT, THOMAS, OR AUGUSTINE? THE CHARACTER OF MACINTYRE'S NARRATIVE CHRISTOPHER J. THOMPSON University of St. Thomas St. Paul, Minnesota Introduction I N HIS Three Rival Versions of Moral Enquiry1 Alasdair Macintyre continues (with certain modifications) in a similar trajectory established in two earlier works, After Virtue and Whose Justice? Which Rationality? Against postEnlightenment portraits of moral reasoning, he consistently defends a conception of practical rationality which entails the (...) recognition of tradition, authority, and narrative as constitutive components of any rationally determined moral enquiry. Despite the consistent appeal to tradition, there is a significant development within Macintyre's reflections regarding the pre-eminent resources we are to draw upon. At the end of After Virtue we are asked to await a "doubtless very different" St. Benedict. In Whose Justice? Which Rationality? the Thomistic tradition emerges as the superior form of moral enquiry. While Thomism maintains a pre-eminence in Three Rival Versions of Moral Enquiry, I suggest that there is an increasingly Augustinian element emerging within his analysis and that this dimension underlies Macintyre's efforts in ways not previously specified. There is a warrant, then, for seeing within Augustine's efforts the paradigmatic "narrative form of moral enquiry." 1Alasdair Macintyre, Three Rival Versions of Moral Enquiry (Notre Dame: University of Notre Dame Press, 1990). Hereafter RV. 379 380 CHRISTOPHER J. THOMPSON That Augustine figures in Macintyre's reception of the Thomistic tradition is not necessarily striking, for part of what fuels Macintyre's increasing enthusiasm for St. Thomas is precisely the latter's capacity to draw upon the best of the Augustinian tradition of enquiry. Beyond what Macintyre himself has overtly recognized as Augustine's contribution to the thought of St. Thomas, however, I suggest that elements of Augustine's thought directly influence much of Macintyre 's own attempts at restoring a kind of tradition-guided enquiry. This Augustinian strain, moreover, not only serves to highlight features of Macintyre's analysis of Thomism, but also brings to light certain theological presuppositions essential to the kind of moral enquiry Macintyre hopes to retrieve. The character of Macintyre's narrative, then, leads us to St. Augustine. In After Virtue it is largely the Aristotelian tradition of enquiry which he defends against rival post-Enlightenment theories of morality. He argues that the analytic, linguistic, and phenomenological tools brought to bear upon the task of formulating a coherent conception of the moral life and moral enquiry have failed miserably, principally for two reasons. The first is that such contemporary efforts have neglected to realize that moral enquiry is embedded in a broader context of social practices, practices which are inevitably historically conditioned; thus a failure to recognize the historically situated character of moral enquiry distorts that account. The second reason is related to the first in that failure to acknowledge the historical character of such enquiry has resulted in a failure to recognize that much of our contemporary terms and tools of moral analysis are remnants from previous contexts of enquiry which are no longer mutually agreed upon nor recognized as relevant.' What has been lost, among other things, is the teleological metaphysics which serves as the context for nearly two millennia in the West. Uproot the stock of ethical norms from this tradition 2 For this notion of "moral remnants" surviving beyond the historical contexts in which they emerge, see Alasdair Macintyre, "Ought," Chapter 15 in Against the Self Images ofthe Age (New York: Schocken Books, 1971), 136-156, though in a different context and with very different effect. THE CHARACTER OF MACINTYRE 'S NARRATIVE 381 of enquiry and what remains is simply an amalgam of unrelated moral demands-some divinely sanctioned, some rooted in the passions, some the outburst of emotive whimsy-yet all lacking any coherent exposition.' The only hope is to retrieve something of the Aristotelian tradition of moral enquiry in which the notion of the virtues and the virtuous human person entails a conception of the moral life as bearing a narrative unity, a teleologically ordered whole in which one's actions bear an intrinsic unity and significance to the extent they complement one's telos. The narrative unity ascribed to the living of the good life is... (shrink)

Healthcare policy and academic literature have promoted improving the transitional care of young people leaving child and adolescent mental health services. Despite the availability of guidance on good practice, there seems to be no readily accessible, coherent ethical analysis of transition. The ethical principles of non-maleficence, beneficence, justice and respect for autonomy can be used to justify the need for further enquiry into the ethical pros and cons of this drive to improve transitional care. The objective (...) of this systematic review was therefore to systematically search for existing ethical literature on child- to adult-orientated health service transitions and to critically appraise and collate the literature, whether empirical or normative. A wide range of bioethics, biomedical and legal databases, grey literature and bioethics journals were searched. Ancestral and forward searches of identified papers were undertaken. Key words related to transition, adolescence and young adulthood, ethics, law and health. The timeframe was January 2000 to at least March 2016. Titles, abstracts and, where necessary, full articles were screened and duplicates removed. All included articles were critically appraised and a narrative synthesis produced. Eighty two thousand four hundred eighty one titles were screened, from which 96 abstracts were checked. Forty seven full documents were scrutinised, leading to inclusion of two papers. Ancestral and forward searches yielded four further articles. In total, one commentary, three qualitative empirical studies and two clinical ethics papers were found. All focused on young people with complex care needs and disabilities. The three empirical papers had methodological flaws. The two ethical papers were written from a clinical ethics context rather than using a bioethical format. No literature identified specifically addressed the ethical challenges of balancing the delivery of transitional care to those who need it and the risk of pathologizing transient and self-limited distress and dysfunction, which may be normal during adolescence. There is very little research on ethical aspects of transitional care. Most existing studies come from services for young people with complex care needs and disabilities. There is much scope for improvement in the amount and quality of empirical research and ethical analysis in this area. (shrink)

The Ninth International Conference on Computer Ethics: Philosophical Enquiry was held in Milwaukee, WI. Four papers originally presented at that conference are included in this issue of Computers and Society. The selected papers examine a wide range of information/computer-ethics-related issues, and taken together, they show great diversity in the field of information/computer ethics. We are continually negotiating with ethics, law, and policy in our technology-driven activities in the interconnected global arena. As we consider the themes within and among the (...) papers here, we encourage readers to think deeply about fundamental principles such as trust, accountability, anonymity, and human rights. Each of these papers takes us back, philosophically, to seminal and long-standing principles of ethics, broadly speaking, and then, brings us forward, to significant and contemporary challenges in ethics. The authors each weave narratives about our place and space as individuals, as members of cultural collectives, and evolving socio-political-technical norms around us, governing us, defining us. (shrink)

An original work of theory as well as a deft critical performance, Narrative Ethics also stakes a claim for itself as moral inquiry.

While Plato recommended expelling poets from the ideal society, W. H. Auden famously declared that poetry makes nothing happen. The 19 contributions to the present book avoid such polarized views and, responding in different ways to the “ethical turn” in narrative theory, explore the varied ways in which narratives encourage readers to ponder matters of right and wrong. All work from the premise that the analysis of narrative ethics needs to be linked to a sensitivity to esthetic (...) form. The ethical issues are accordingly located on different levels. Some are clearly presented as thematic concerns within the text considered, while others emerge through the presentation of character and event by means of particular narrative techniques. The objects of analysis include such well-known or canonical texts as Biblical Old Testament stories, Mark Twain’s Huckleberry Finn , J. R. R. Tolkien’s The Lord of the Rings , Vladimir Nabokov’s Lolita , Jonathan Littell’s The Kindly Ones , Ann Radcliffe’s The Italian and Matthew Lewis’s The Monk . Others concentrate on less-well-known texts written in languages other than English. There are also contributions that investigate theoretical issues in relation to a range of different examples. (shrink)

This paper responds to a proposal for an intersectional approach to the clinical encounter between patient and medical provider. We agree that an intersectional framework offers new insights and information in the clinical encounter. Intersectionality involves awareness of the physician-patient dynamic, and understanding the various privileges and disadvantages of all parties involved, at a micro and macroscopic level. Yet, this analysis alone is insufficient to aid in the clinical encounter and risks harm. We worry about a clinician making assumptions about (...) her patient’s race, gender, economic status, and how these influence the patient’s own views of her life and health. We argue that a narrative supplement is a necessary element of intersectional clinical encounters. Prioritizing patient narrative curtails assumptions, builds trust, and improves care. (shrink)

이 글의 목적은 진정성을 윤리적 이념으로 규정하고 이 진정성의 가치가 실현되기 위한 조건으로서 서사윤리의 의미와 가능성을 탐구하는 것이다. 서양 근대 주요한 윤리적 가치 중 하나는 자율성으로 알려져 있다. 그러나 찰스 테일러는 자율성과 또 다른 형태인 내면 에 대한 충실을 진정성으로 규정하며 이 진정성의 가치가 서양 근대 주요한 윤리적 가치이 며 오늘날 강조되어야 할 윤리적 이상이라고 말한다. 그러나 필자는 이런 진정성의 전통이 이미 서양 고대에서부터 출발하고 있음을 미셸 푸코의 자기배려 원칙의 도움을 받아 주장 하고자 한다. 푸코에 따르면 서양 고대의 윤리적 원칙은 (...) 자기인식을 함유한 자기배려로 규 정될 수 있으며, 이는 어떤 목적이나 가치를 획득하기 위해 수행하는 삶의 기술로서, 자기 인식에 기반한 자기수양을 의미한다. 그리고 자기수양을 위한 자기배려를 위해 자기에 대 한 인식, 자기와의 관계가 가장 중요하게 된다. 따라서 자기와의 관계와 내면에 대한 인 식, 자신에 대한 충실 등을 의미하는 자기배려는 곧 진정성의 가치와 관계된 윤리원칙이라 할 수 있다. 즉 자기배려는 진정성 요구의 단초를 형성하며 이런 요구가 본격적으로 근대 이후 자기정체성과 자기실현의 요구로 나아가게 된다. 따라서 자기인식을 포함한 자기배 려와 정체성 및 자기실현의 요구는 진정성에 기초한 좋은 삶의 윤리를 목표로 하고 있으며 이 윤리를 실현하기 위해 서사윤리가 요구됨을 주장할 것이다. 필자는 이를 폴 리쾨르와 알래스데어 매킨타이어의 서사윤리에 대한 해명을 통해 주장할 것이다. (shrink)

If ethics of care deals with the nature of relationships, attentiveness, and understanding particular others, narrativity ought to play a central part. Sometimes, caring simply amounts to working with narratives. In the article I claim that narrativity can even be said to be native to an ethics of care. Through an example, I demonstrate how a narrative ethics of care can discern and grasp some moral problems better than the standard theoretical outlooks.

The paper explores the potential of using narrative centered pedagogies in Engineering Ethics Education (EEE), drawing insights from their successful application in nursing and business ethics education. While traditional methods in EEE focus on fostering moral reasoning through case study analysis and teaching ethical theories, increasingly, there is a need for fostering soft ethical skills, such as moral sensitivity and creativity, which, in turn, demand new teaching approaches. Initially developed for nursing ethics, narrative pedagogy emphasises understanding (...) experiences through storytelling and dialogue, contrasting with the decision oriented focus of EEE. While narrative pedagogy allows for understanding stakeholders’ motivations, there is a gap in translating this understanding into ethical decisions, which engineering students must make. Drawing from a literature survey of the existing research in ethics education, the paper describes three kinds of narrative pedagogy to be used for EEE. Despite its theoretical potential, narrative pedagogy has not been deployed in EEE due to a lack of systematic research on its effectiveness. The paper calls for more experimentation and documented case studies in teaching to explore the potential narrative pedagogy in EEE. Without such experiments, the theoretical potential of narrative pedagogy in EEE may remain unproven. (shrink)

Once upon a time, medicine dismissed narrative as unimportant and uninteresting. Then, in the late 1980s, physicians and scholars became interested in how the study of narrative could enhance our understanding of illness and health care, and the field that came to be known as “narrative medicine” developed. Some of this scholarly activity focused on the idea of narrative ethics.After a flurry of activity around the turn of the twenty‐first century, narrative ethics seemed to stall. (...) The general interest in narrative in medicine continued but with few new ideas on how one might use narrative toward ethical ends. In the last few years, however, forward momentum has returned. The timing seems appropriate, therefore, for a “state of the field” report of sorts. (shrink)

Both in the Netherlands and in Britain, practices of ‘life story work’ have emerged in nursing for persons with intellectual disabilities. The narrative approach to care and support may at the same time be considered as an attempt to compensate for the ‘disabled authorship’ of many persons with intellectual disabilities and as a sign of controversy with standard practices of diagnosis and treatment that tend to neglect the personal identities of both clients and care givers, their particular historical and (...) relational contexts and their spiritual needs. This paper argues that narrative ethics not only offers an appropriate moral framework for practices of life story work, but that these practices are a narrative ethics in action. Starting with an account of the concept of ‘life story work’ as it has been introduced in nursing practices in the field of intellectual disability, the paper explains its relationship with key characteristics of narrative ethics. The teleological dimension in narrative ethics and in practices of life story work sparks off a dialectic process of understanding of the client and self‐understanding of the care giver. It also invites a respect for life in its openness toward the future and presupposes an openness toward other possible versions of the life narrative. The phenomenological and hermeneutic‐interpretative methodologies in narrative ethics aim at a ‘sudden moment of intimacy’ in relationships of nurses and clients. The ‘epiphany’ of this essential moment of recognition, insight and engagement cannot, however, be brought about by methodology. (shrink)

This paper aims at discussing some contributions, limitations and opportunities that efficiency and equity studies could make to form a better understanding of ethical issues involved in health technology assessment (HTA). Prenatal detection of Down syndrome is used as a case study for further discussions regarding efficiency and equity, as well as other ethical principles including beneficence, non-maleficence and autonomy. The development and use of adequate methods and the need for context appraisal are two imperative issues in this (...) field of knowledge. The analysis of ethical implications in HTA should account for both. Economic evaluation methodologies have great potential in the assessment of some key ethical principles such as efficiency and equity but are of limited use concerning other fundamental principles. Social and individual values play a prominent role in this respect. (shrink)

As an ethicist trained in narrative, I wondered what I could offer Dr. Darcy at this point, two weeks after the events he described. And what might I have offered those involved if they had called an ethics consult at the time? One of this physician's implicit questions was, “How might this have unfolded in a better way?”When difficult choices must be made, how can a narrative approach help? A narrativist focuses less on principles, rules, and law than (...) would a philosopher or a lawyer. This is not to say that we ignore the law or are unaware of bioethical principles. But where do we go from there? Narrative offers a mode of engagement that asks different kinds of questions than those that law or philosophy might ask about moral agency, context, and values. (shrink)

The warrant for investigating the relationship between Augustine and narrative ethics is prompted, among other things, by a consideration of the appeals to Augustine among a diversity of views within the vast field of narrative ethics. Disparate thinkers from distinctively different backgrounds and with different motives and purposes, while all sharing an interest in the category of "narrative," also share a common interest in employing Augustine's Confessions in their efforts. Thus the question emerges as to what it (...) is about this ancient text which so readily serves such diverse yet unified purposes. ;After a thorough investigation and evaluation of the appeals to Augustine among a sampling of contemporary narrativists I turn to the Confessions directly. I argue that an examination of the anti-Manichaean aspects of its composition yield important insights regarding its usefulness in the efforts of contemporary narrativists. Specifically, I argue that implicit in this work is a theology of creation which supplies essential foundations to the contemporary discussion of narrative ethics. (shrink)

By 1999, when Atul Gawande's essay “Whose Body Is It, Anyway?” appeared in The New Yorker, patient autonomy had largely trumped physician paternalism in American medical practice. Gawande uses the stories of actual patients to attempt his counter case for physicians' “talking patients through their decisions.” Toward the end of his essay, Gawande acknowledges that “many ethicists find this line of reasoning disturbing,” but he reassures his readers that “the real task isn't to banish paternalism; the real task is to (...) preserve kindness.”What troubles me, however, is not so much the ethical position Gawande takes but the way he structures his narrative to support his position. “Whose Body Is It, Anyway?” offers an important example for close scrutiny because, in my experience, it so effectively engages readers‐especially medical students‐and persuades them to accept the ethical position it puts forward. Yet Gawande's own reflections about this issue do not stop with this essay. As he has gained clinical experience, he has continued his ethical reflections, and the stories that he tells have changed significantly over the years. I will argue here that close reading and careful narrative scrutiny can alert those who read this essay apart from Gawande's later work to some of the pitfalls in this kind of narrative ethics. (shrink)

The narrative ethicist imagines life as multiple points of view, each reflecting a distinct imagination and each more or less capable of comprehending other points of view and how they imagine. Each point of view is constantly being acted out and then modified in response to how others respond. People generally have good intentions, but they get stuck realizing those intentions. Stories stall when dialogue breaks down. People stop hearing others' stories, maybe because those others have quit telling their (...) stories. The narrative ethicist's job is to help people generate new imaginations that can restart dialogues. (shrink)

Although philosophers often focus on the essays of Leopold's Sand County Almanac, especially "The Land Ethic," there is also a normative argument present in the stories that comprise most of the book. In fact the shack stories may be more persuasive, with a subtlety and complexity not available in his prose piece. This paper develops a narrative ethics methodology gleaned from rhetoric theory, and current interest in narrative ethics among literary theorists, in order to discern the normative underpinnings (...) of the stories in Part 1. The narrative ethics approach sidesteps the need to ground the land ethic in ethical theory—which has been a reconstructive and problematic task for the philosophical interpreters of Leopold—and suggests, instead, that it emerges in Leopold's very effort to narrate his, professional, personal, and practical experience with nature. The involves examining the stories in terms of their emotional, logical and performative aspects. The result is an analysis that shows not only how these stories express normative claims, but also justify them. One conclusion of the analyses is that, in the narratives, there is less emphasis on the problematic notion of an over-arching "community" than in the prose pieces, and more emphasis on the metaphor of other living things as "fellow travelers" in the "odyssey of evolution." Second, the narratives take on an ironic attitude toward the ecological order, less discernable in the prose essays. The order itself may not be ethically admirable, but should be preserved since it makes possible any ethical relations within it. Thus, the narrative reading suggests some temperance to the usual holistic interpretation of his land ethic and its concomitant criticisms especially the charge of ecofacism. We should not take the land ethic imperative at its face value, in the sense that the good of the order itself is an intrinsic good. In the narratives, individuals are shown not merely to be means to the ecological whole, but the focus of sympathy and concern, in a manner that demands their good should also be an object of moral consideration. (shrink)

While Plato recommended expelling poets from the ideal society, W. H. Auden famously declared that poetry makes nothing happen. The 19 contributions to the present book avoid such polarized views and, responding in different ways to the “ethical turn” in narrative theory, explore the varied ways in which narratives encourage readers to ponder matters of right and wrong. All work from the premise that the analysis of narrative ethics needs to be linked to a sensitivity to esthetic (...) form. The ethical issues are accordingly located on different levels. Some are clearly presented as thematic concerns within the text considered, while others emerge through the presentation of character and event by means of particular narrative techniques. The objects of analysis include such well-known or canonical texts as Biblical Old Testament stories, Mark Twain’s Huckleberry Finn, J. R. R. Tolkien’s The Lord of the Rings, Vladimir Nabokov’s Lolita, Jonathan Littell’s The Kindly Ones, Ann Radcliffe’s The Italian and Matthew Lewis’s The Monk. Others concentrate on less-well-known texts written in languages other than English. There are also contributions that investigate theoretical issues in relation to a range of different examples. (shrink)

The Hastings Center addresses fundamental ethical issues in the areas of health, medicine, and the environment as they affect individuals, communities, and societies. With a small staff of senior researchers at the Center and drawing upon national and international experts, The Hastings Center pursues interdisciplinary research and education that includes both theory and practice. Founded in 1969 by philosopher Daniel Callahan and psychoanalyst Willard Gaylin, The Hastings Center is the oldest independent, nonpartisan, interdisciplinary research institute of its kind in (...) the world. From its earliest days The Hastings Center has understood that the moral problems arising from rapid advances in medicine and biology are set within a broad intellectual and social context. The Center's collaborations with policy-makers, in the private as well as the public sphere, assist them in analyzing the ethical dimensions of their work. (shrink)

This paper explores the relationships between philosophical ethics and literary narratives. The focus on virtues and vices in recent ethics has made narratives more integrally relevant to ethics. Some of the best literature displays moral character in richer ways than philosophy alone has resources to do, but philosophy brings to its description a schematic precision that narrative alone cannot supply. As traits of character, virtues differ from events like the actions, thoughts, emotions, and episodic desires that express the traits; (...) traits are not episodes, but dispositions, and so require cumulative diachronic representation of such episodes. The paper illustrates this point particularly with respect to emotions. It ends with reflections on the constitutive narratives by which the grammar of the virtues of some moral traditions, such as Judaism and Christianity, is shaped. (shrink)

The character and extent of disabilities, especially cognitive disability, have posed significance problems for existing moral theories. Certain philosophers have even questioned the moral personhood of people with disabilities and have argued that people with profound cognitive impairments should not be granted the same moral status as those who are cognitively able-bodied. This paper proposes an alternative understanding of moral personhood as relational rather than individuated. This relational moral personhood finds its foundation in the clinical practice and psychoanalysis of Julia (...) Kristeva and the hermeneutic narrative identity of Paul Ricoeur. One consequence of this relational personhood is a new understanding of moral status through narrative co-authorship rather than intellectual or social capacity. Another consequence is a refiguration of narrative identity as narrative interdependence. (shrink)

Cognitive and rational assessments of competence do not fully capture the way in which individuals normally make decisions. Human beings have always used stories to explain their experiences and values. Narrative ethics should be used to understand the perspective in context of a patient whose competence is in question, and so avoid a destructive clash. Psychiatry and professionals within it also have a narrative that may join with that of science, but there is no special privilege for these (...) narratives unless survival is at stake. The narrative approach should be used to try to make different stories compatible. This article examines the background to this approach, and indicates some ways in which it could be used in the specific cases addressed in the series. (shrink)

The paper''s broad aim is to provide a wider understanding of a complex virtue, "meekness". This interest is pragmatic. Contemporary research by Collins (2001) has identified "meekness" as a personal quality for highest-level leadership at great businesses, a theme identifiable also in religious and ancient philosophical narratives. Two strands of enquiry are pursued. Firstly, features of "meekness" are inferred by reference to Plato, Aristotle and Xenophon, as also to the gospel writer, Matthew, source of the title''s quotation. It concludes (...) that "meekness" is not about powers foregone but "powers controlled and exercised with discernment". The second strand addresses whether there are intrinsic differences between the ethics of business and religious activities. Narrative of a New Testament incident, apparently condemning traders, is briefly explored as a case study. Closer examination points how an inappropriate fusing of regulatory and commercial roles had created market abuses. The timeless account warns against inadequately controlled powers and provides an enduring example of how "the meek" should respond assertively against unethical conduct and avoid it themselves. While the paper acknowledges that there may be distinctive "guardian" and "commercial" syndromes for ethical prioritisation, a spiritual virtue, such as "meekness", transcends individual and organisational purposes, being aspirational for any activities that involve providing services and being accountable. (shrink)

Ethical topics are attractive starting points for philosophical enquiry with children who must live and learn together in classrooms that accommodate a plurality of values. However the appealing familiarity, practicality and accessibility of certain ethical topics can obscure the challenges such sessions present to teachers and their students. The teacher’s role as facilitator of philosophical enquiry requires her to encourage open-ended, conceptually-focused dialogue, fuelled by questioning that, for the most part, ‘doesn’t offer any new ideas or (...) information to the group but simply attempts to make visible, clarify, or connect what has already emerged’. Even where a facilitator does introduce new information, ideas, questions, or lines of enquiry, these contributions are not designed to lead the class to a particular conclusion. The facilitator typically assumes a ‘self-effacing non-judgemental, and neutral role’ with regards to the verdicts reached by the children, intervening only where it will challenge the class to work harder and not to advance her own position. However the teacher also embodies the often-unarticulated role of ethical instructor. In this role she must inform, guide, praise, promote, encourage, incentivise, reward, uphold and police conventional standards of good character and conduct. When we examine these two roles in context as this paper does, we begin to feel the pull. How can a teacher create space in which ethical norms can be challenged – even rejected – in the spirit of intellectually vigorous philosophical enquiry whilst simultaneously upholding and reinforcing them as non-negotiable expectations? The paper argues that the tension between the roles of ‘teacher-as-philosophical-facilitator’ and ‘teacher-as-ethical-instructor’ is not intractable, in fact when acknowledged and better understood, the apparently competing demands of these roles can be dissolved leading to an enriched ethical education for children. (shrink)

Feminist Ethics and Narrative Ethics This article defines feminist ethics and narrative ethics and then explores the intersection of the two. A narrative approach to ethics focuses on how stories that are told, written, or otherwise expressed by individuals and groups help to define and structure our moral universe. Specifically, narrative ethicists take the practices … Continue reading Feminist Ethics and Narrative Ethics →.

SummaryNarrative is reemerging as a teaching tool. Narrative ethics is being seen as a rich endeavour both for clinical practice and academic teaching and research. Narrative helps put ethics into context. However, the use of narrative increasingly raises issues in teaching and research: for instance, how do we do justice to the people and narratives we utilise, and what does our practice reveal about our ethics? In this article examples are drawn from clinical practice, teaching and case (...) notes to draw out some lessons to help further critical understanding. (shrink)

ABSTRACT:The bioethics literature has paid little attention to resistance to COVID-19 vaccination, despite the safety and effectiveness of vaccines and the heavy death toll of the virus. A narrative approach to the problem might begin with descriptions of good and bad narratives about vaccination. Bad stories about vaccination tend to be constructed backwards, starting with the desired conclusion (vaccination is dangerous or ineffective) and from that filling in needed "facts" to support the conclusion. Physicians need to act in more (...) trustworthy ways in order to convince at least some patients to consider vaccination. (shrink)

In this paper I introduce, elaborate, and defend a new form of ethical reasoning instruction. The pedagogy, which I have titled mass-audience interactive narrative ethical reasoning instruction, is an initiative designed to teach ethical reasoning effectively on a broad scale over an extended period of time. The hope is that such a program, if duly supported, will help to ensure the widest possible engagement, and high levels of retention, in an institution-level program of ethical reasoning.

The special issue collects a selection of papers presented during the Computer Ethics: Philosophical Enquiries 2013 conference. This is a series of conferences organized by the International Association for Ethics and Information Technology , a professional organization formed in 2001 and which gathers experts in information and computer ethics prompting interdisciplinary research and discussions on ethical problems related to design and deployment of information and communication technologies . During the past two decades, CEPE conferences have been a focal point (...) for the research concerning crucial topics , such as privacy , online trust , online identity , value-sensitive design , cyber-warfare , along with education and professional ethics (Buchanan .. (shrink)

A commentary on a special report, titled Narrative Ethics: The Role of Stories in Bioethics, that appeared with the January‐February 2014 issue.

The relation of social ethics to knowledge production is explored through a study about academic research enquiry on minoritised and racialised populations. Despite social change related to migration and ethnicity being a feature of contemporary Northern Ireland, local dynamics and actors seemed under-studied by its research-intensive ‘anchor universities’. To explore this, a critical discourse analysis of published research outputs (n = 200) and related authors’ narratives (n = 32) are interpreted within this paper through conceptualisations of consciousness. Insiders’ perspectives (...) on the influences and structures of the research journey demonstrate the ways in which research cultures (mis)shape the politics of representation, authorship and ethicality. Societal and political disregard for the new publics, reproduced within universities’ hidden curriculum, has been negotiated and to some extent resisted in the research practices of those marginalised (such as women academics), those entering the system (migrant academics), and those local-born whose referential frames were developed external to local universities. Of concern is that the few research enablers were characterised by techno-rationality and doublespeak, impoverishing the depth of theorisation, complexity and intellectual debate necessary for challenging the existing dysconscious racism and xenophobiaism of the social imaginary. (shrink)

This narrative ethics exploration stems from my happy prostate-specific antigen (PSA) story, though it should not have been, as I annually refuse my family physician’s recommendation to purchase PSA screening. The reason for my refusal is I teach ethics to medical students and of course must walk the talk, and PSA screening is not publicly funded in the province of Ontario, Canada. In addition, I might have taken false comfort in ‘but all you need is a good index finger’ (...) to detect prostate cancer, expounded by a senior physician at a national medical conference in 2010, and applauded by the large audience of physicians. I was compelled to begin this exploration out of survivor guilt, although I will not be a survivor for long, and as a mea culpa to the men similarly situated to me in having late diagnosis of prostate cancer, aggressive tumours and multiple metastases, but who unlike me are dead because they did not experience the physician–educator-based exceptionisms and coincidences that permit me to still be alive. Although my PSA story will always be a happy story, even when my life ends in a few years, the initiation of public funding of PSA screening for all men over 50 would make my PSA story an even happier story. (shrink)