Developing a boundary-crossing ethics by paying attention to our stories, myths, and moral intuition.

Along the way, she calls upon us to recognize the mysteries that lie at the heart of our lives and the metaphysical reality that gives meaning to life.The ...

Our physical ecosystem is not indestructible and we have obligations to hold it in trust for future generations. The same is true of our metaphysical ecosystem - the values, principles, attitudes, beliefs, and shared stories on which we have founded our society. In Bird on an Ethics Wire, Margaret Somerville explores the values needed to maintain a world that reasonable people would want to live in and pass on to their descendants. Somerville addresses the conflicts between people who espouse "progressive" (...) values and those who uphold "traditional" ones by casting her attention on the debates surrounding "birth" and "death" and shows how words are often used as weapons. She proposes that we should seek to experience amazement, wonder, and awe to enrich our lives and help us to find meaning. Such experiences, Somerville believes, can change how we see the world and live our lives, and affect the decisions we make, especially regarding values and ethics. They can help us to cope with physical or existential suffering, and ultimately put us in touch with the sacred - in either its secular or religious form - which protects what we must not destroy. Experiencing amazement, wonder, and awe, Somerville concludes, can also generate hope, without which our spirit dies. Both individuals and societies need hope, a sense of connection to the future, if the world is to make the best decisions about values in the battles that constitute the current culture wars. (shrink)

Around the globe people are confronted daily with intransigent problems of space and place. Educators have historically called for place-based or place-conscious education to introduce pedagogies that will address such questions as how to develop sustainable communities and places. These calls for place-conscious education have included liberal humanist approaches that evolved from the work of Wendell Berry (Ball & Lai, 2006) and critical place-based approaches such as those advocated by David Gruenewald (e.g. Gruenewald, 2003a, 2003b). In this paper I will (...) propose a reconceptualized framework of place as a pedagogical practice that draws on contemporary feminist poststructural and postcolonial philosophies as a basis for an alternative place pedagogy for 'global contemporaneity' (Carter, 2006, p. 683). Within this reconceptualized concept of place I will outline three key principles for a reconceptualised place pedagogy: our relationship to place is constituted in stories and other representations; place learning is local and embodied; and deep place learning occurs in a contact zone of contestation. These principles give rise to new emergent arts-based methodologies for developing and practising place-responsive pedagogies. (shrink)

Around the globe people are confronted daily with intransigent problems of space and place. Educators have historically called for place‐based or place‐conscious education to introduce pedagogies that will address such questions as how to develop sustainable communities and places. These calls for place‐conscious education have included liberal humanist approaches that evolved from the work of Wendell Berry (Ball & Lai, 2006) and critical place‐based approaches such as those advocated by David Gruenewald (e.g. Gruenewald, 2003a, 2003b). In this paper I will (...) propose a reconceptualized framework of place as a pedagogical practice that draws on contemporary feminist poststructural and postcolonial philosophies as a basis for an alternative place pedagogy for ‘global contemporaneity’ (Carter, 2006, p. 683). Within this reconceptualized concept of place I will outline three key principles for a reconceptualised place pedagogy: our relationship to place is constituted in stories and other representations; place learning is local and embodied; and deep place learning occurs o in a contact zone of contestation. These principles give rise to new emergent arts‐based methodologies for developing and practising place‐responsive pedagogies. (shrink)

This article addresses the problem of writing the posthuman in educational research. Confronted by our own failures as educational researchers within posthuman and new materialist approaches, it seeks a more radical opening to Lather and St Pierre’s question: ‘If we give up “human” as separate from non-human, how do we exist? … Are we willing to take on this question that is so hard to think but that might enable different lives?’ We do this to enable different lives for the (...) planet in all of its manifestations, including its children of the Anthropocene. We begin with the insistent presence of mud in our deep hanging out in an early learning site and ask: what is mud, what does it do, where can mud lead us in its oozing at Grey Gums Preschool. From these explorations we include a scripted dialogue that was performed at a conference against a background of rolling images of the proliferation of mud’s play with children. We consider this scripted dialogue, and its performance, as data read in relati... (shrink)

Somerville, Margaret Same-sex marriage creates a clash between upholding the human rights of children with respect to their coming-into being and the family structure in which they will be reared, and the claims of homosexual adults who wish to marry a same-sex partner. It forces us, as a society, to choose whether to give priority to children's rights or to homosexual adults' claims. This problem does not arise with opposite-sex marriage, because children's rights and adult's claims with respect to marriage (...) are consistent with each other. (shrink)

Somerville, Margaret Same-sex marriage creates a clash between upholding the human rights of children with respect to their coming-into being and the family structure in which they will be reared, and the claims of homosexual adults who wish to marry a same-sex partner. It forces us, as a society, to choose whether to give priority to children's rights or to homosexual adults' claims. This problem does not arise with opposite-sex marriage, because children's rights and adult's claims with respect to marriage (...) are consistent with each other. (shrink)

There are vast ethical, legal, and social differences between natural death and euthanasia. In Death Talk Margaret Somerville argues that legalizing euthanasia would cause irreparable harm to society's value of respect for human life, which in secular societies is carried primarily by the institutions of law and medicine. Death has always been a central focus of the discussion that we engage in as individuals and as a society in searching for meaning in life. Moreover, we accommodate the inevitable reality of (...) death into the living of our lives by discussing it, that is, through "death talk." Until the last twenty years this discussion occurred largely as part of the practice of organized religion. Today, in industrialized western societies, the euthanasia debate provides a context for such discussion and is part of the search for a new societal-cultural paradigm. Seeking to balance the "death talk" articulated in the euthanasia debate with "life talk," Somerville identifies the very serious harms for individuals and society that would result from accepting euthanasia. A sense of the unfolding euthanasia debate is captured through the inclusion of Somerville's responses to or commentaries on several other authors' contributions. (shrink)

Death Talk asks why, when our society has rejected euthanasia for over two thousand years, are we now considering legalizing it? Has euthanasia been promoted by deliberately confusing it with other ethically acceptable acts? What is the relation between pain relief treatments that could shorten life and euthanasia? How do journalistic values and media ethics affect the public's perception of euthanasia? What impact would the legalization of euthanasia have on concepts of human rights, human responsibilities, and human ethics? Can we (...) imagine teaching young physicians how to put their patients to death? There are vast ethical, legal, and social differences between natural death and euthanasia. In Death Talk, Margaret Somerville argues that legalizing euthanasia would cause irreparable harm to society's value of respect for human life, which in secular societies is carried primarily by the institutions of law and medicine. Death has always been a central focus of the discussion that we engage in as individuals and as a society in searching for meaning in life. Moreover, we accommodate the inevitable reality of death into the living of our lives by discussing it, that is, through "death talk." Until the last twenty years this discussion occurred largely as part of the practice of organized religion. Today, in industrialized western societies, the euthanasia debate provides a context for such discussion and is part of the search for a new societal-cultural paradigm. Seeking to balance the "death talk" articulated in the euthanasia debate with "life talk," Somerville identifies the very serious harms for individuals and society that would result from accepting euthanasia. A sense of the unfolding euthanasia debate is captured through the inclusion of Somerville's responses to or commentaries on several other authors' contributions. (shrink)

Death Talk asks why, when our society has rejected euthanasia for over two thousand years, are we now considering legalizing it? Has euthanasia been promoted by deliberately confusing it with other ethically acceptable acts? What is the relation between pain relief treatments that could shorten life and euthanasia? How do journalistic values and media ethics affect the public's perception of euthanasia? What impact would the legalization of euthanasia have on concepts of human rights, human responsibilities, and human ethics? Can we (...) imagine teaching young physicians how to put their patients to death? There are vast ethical, legal, and social differences between natural death and euthanasia. In Death Talk, Margaret Somerville argues that legalizing euthanasia would cause irreparable harm to society's value of respect for human life, which in secular societies is carried primarily by the institutions of law and medicine. Death has always been a central focus of the discussion that we engage in as individuals and as a society in searching for meaning in life. Moreover, we accommodate the inevitable reality of death into the living of our lives by discussing it, that is, through "death talk." Until the last twenty years this discussion occurred largely as part of the practice of organized religion. Today, in industrialized western societies, the euthanasia debate provides a context for such discussion and is part of the search for a new societal-cultural paradigm. Seeking to balance the "death talk" articulated in the euthanasia debate with "life talk," Somerville identifies the very serious harms for individuals and society that would result from accepting euthanasia. A sense of the unfolding euthanasia debate is captured through the inclusion of Somerville's responses to or commentaries on several other authors' contributions. (shrink)

Riverlands of the Anthropocene invites readers into universal questions about human relations with rivers and water for the precarious times of the Anthropocene. The book asks how humans can learn through sensory embodied encounters with local waterways that shape the architecture of cities and make global connections with environments everywhere. The book considers human becomings with urban waterways to address some of the major conceptual challenges of the Anthropocene, through stories of trauma and healing, environmental activism, and encounters with the (...) living beings that inhabit waterways. The book's unique contribution is to bring together Australian Aboriginal knowledges with contemporary western, new materialist, posthuman, and Deleuzean philosophies. It foregrounds how visual, creative and artistic forms can assist us in thinking beyond the constraints of western thought to enable other modes of being and knowing the world for an unpredictable future. Riverlands of the Anthropocene will be of particular interest to those studying the Anthropocene through the lenses of environmental humanities, environmental education, philosophy, ecofeminism and cultural studies. (shrink)

Somerville, Margaret Over the millennia of human history, the idea that children - at least those born into a marriage - had rights with respect to their biological parents was taken for granted and reflected in law and public policy. But with same-sex marriage, which gives same-sex spouses the right to found a family, that is no longer the case. Likewise, children's rights with respect to their biological origins were not an issue when there was no technoscience that could be (...) used to manipulate or change those origins: a baby could only be conceived in vivo through sexual reproduction. But with assisted human reproductive technologies and genetic technologies, that, too, is no longer the case. So, in light of these new realities, what are our obligations, as societies, to children with respect to their biological origins and biological families? What protections do children need and deserve? I propose that the most fundamental human right of all is a child's right to be born from natural human biological origins and that children also have human rights with respect to knowing who their biological parents and families are, and that these rights must be recognized. Children also have a right to be reared within their biological families and to have a mother and a father, unless an exception can be justified as being in the 'best interests' of a particular child. The connection among adoption, the use of new reproductive technologies, and same-sex marriage is that they all unlink child-parent biological bonds. Each context raises one or more of three important issues: children's right to know the identities of their biological parents; children's right to both a mother and a father, preferably their own biological parents; and children's right to come into being with genetic origins that have not been tampered with; that is, 'designing' our children should be prohibited. Such 'designing' would result in losses with implications far beyond those persons directly affected and far beyond the present time. It would undermine the rights to equality and freedom of future generations. Because the liberty and equality of all citizens is at the heart of democratic societal institutions and of the values that democratic societies promote, to create people who are neither free nor equal undermines those institutions and values. In short, not to prohibit 'designer children' would undermine the very foundations of our Western democratic societies. (shrink)

Somerville, Margaret Review of: Scholars turn their minds to marriage : The jurisprudence of marriage and other intimate relationships, by Scott FitzGibbon, Lynn D. Wardle, and A. Scott Loveless, Buffalo, NY: William S. Hein and Co., 2010.

This article explores decision making about social-ethical values issues by members of the public in the context of the recent Canadian federal election, held in late June 2004. All of these issues are sensitive and controversial, and I hesitated to address them in an article that I dedicate, with respect and admiration, to my friend and fellow medical lawyer-ethicist, Bernard Dickens. Over the years Bernie and I have discussed, debated and disagreed on many of them. It speaks to his tolerance, (...) reasonableness and wisdom that those occasions were for me always ones of learning and respect, colored by his inimitable sense of humor. I hope that Bernie feels that, in some small measure, this article reflects those same characteristics, ones that he has modeled for so many of us over the years of his distinguished career. (shrink)

ABSTRACT This is a personal reflection on what I have learnt as an academic, researching, teaching and participating in the public square in Bioethics for over four decades. I describe a helix metaphor for understanding the evolution of values and the current “culture wars” between “progressive” and “conservative” values adherents, the uncertainty people’s “mixed values packages” engender, and disagreement in prioritizing individual rights and the “common good”. I propose, as a way forward, that individual and collective experiences of “amazement, wonder (...) and awe” have the power to enrich our lives, help us to find meaning and sometimes to bridge the secular/religious divide and experience a shared moral universe. They can change our worldview, our decisions regarding values and ethics, and whether we live our lives mainly as just an individual – a “me” – or also as a member of a larger community – a “We”. I summarize in an equation – “The Wonder Equation” – what is necessary to reduce or resolve some current hostile values conflicts in order to facilitate such a transition. It will require revisiting and reaffirming the traditional values we still need as both individuals and societies and accommodating them with certain contemporary “progressive„ values. (shrink)