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Terence Lovat [12]Terence J. Lovat [2]
  1.  10
    Dialogic Consensus in Medicine—A Justification Claim.Paul Walker & Terence Lovat - 2019 - Journal of Medicine and Philosophy 44 (1):71-84.
    The historical emphasis of medical ethics, based on substantive frameworks and principles derived from them, is no longer seen as sufficiently sensitive to the moral pluralism characteristic of our current era. We argue that moral decision-making in clinical situations is more properly derived from a process of dialogic consensus. This process entails an inclusive, noncoercive, and self-reflective dialogue within the community affected. In order to justify this approach, we make two claims—the first epistemic, and the second normative. The epistemic claim (...)
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  2.  20
    Quality Teaching and Values Education: Coalescing for Effective Learning.Terence Lovat & Neville Clement - 2008 - Journal of Moral Education 37 (1):1-16.
    Awareness of the potential of quality teaching (or teacher excellence in content, knowledge and pedagogy) to impact upon student achievement is an outcome of recent school?effectiveness research. This research has extended the understanding of the conception of ?teacher? beyond surface factual learning to that of induction into learning of intellectual depth, which engages the more sophisticated skills of ?communicative capacity? and ?self?reflection?. Habermas provides a conceptual framework for this expanded notion through the awareness that knowing extends beyond factual knowledge to (...)
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  3.  15
    Values Education as Good Practice Pedagogy: Evidence From Australian Empirical Research.Terence Lovat - 2017 - Journal of Moral Education 46 (1):88-96.
    This article focuses on the Australian Government’s Values Education Program and, within its context, the Values Education Good Practice Schools Project Reports and the Project to Test and Measure the Impact of Values Education on Student Effects and School Ambience, funded federally from 2003 to 2010. Findings demonstrated the capacity of values education, properly implemented, to impact positively on a range of educational goals, emotional, social, moral and academic. On these grounds, it is argued that values education possesses largely unrealized (...)
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  4.  52
    Synergies and Balance Between Values Education and Quality Teaching.Terence J. Lovat - 2010 - Educational Philosophy and Theory 42 (4):489-500.
    The article will focus on the implicit values dimension that is evident in research findings concerning quality teaching. Furthermore, it sets out to demonstrate that maximizing the effects of quality teaching requires explicit attention to this values dimension and that this can be achieved through a well-crafted values education program. Evidence for this latter claim will come from international studies as well as from the Australian Government's Values Education Program and, especially from the Values Education Good Practice Schools Project Stage (...)
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  5.  8
    Concepts of Personhood and Autonomy as They Apply to End-of-Life Decisions in Intensive Care.Paul Walker & Terence Lovat - 2015 - Medicine, Health Care and Philosophy 18 (3):309-315.
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  6.  12
    Postmodernism in Education: Blessing or Curse?Terence Lovat - 2018 - Educational Philosophy and Theory 50 (14):1489-1490.
  7.  12
    Horse and Carriage: Why Habermas's Discourse Ethics Gives Virtue a Praxis in Social Work.Mel Gray & Terence Lovat - 2007 - Ethics and Social Welfare 1 (3):310-328.
    In this paper we suggest an alternative approach to ethics in social work: virtue ethics. We argue that Habermas's theory of communicative action and discourse ethics needs to be supplemented with virtue ethics to provide an account useful to social work. In these times, sensitivity to others is needed for social work to succeed as a profession interested in combating the complacency, self-interest and lack of compassion evident in cutbacks to social welfare programmes and the resultant concerns with outcomes and (...)
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  8.  31
    The Integrity of Discourse in the Anglican Eucharistic Tradition: A Consideration of Philosophical Assumptions.Brian Douglas & Terence Lovat - 2010 - Heythrop Journal 51 (5):847-861.
    This article explores the integrity of the discourse in the Anglican eucharistic tradition by considering the philosophical assumptions that underlie eucharistic theology. It argues that where the conversation of the Anglican eucharistic tradition is open and unfinished then the integrity of the discourse is facilitated as opposed to the conversations of party positions and particular interests which suggest exclusive versions of truth. The conversation or dialogue of Anglican eucharistic theology is seen to be enhanced through the consideration of the philosophical (...)
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  9.  24
    Should We Be Talking About Ethics or About Morals?Paul Walker & Terence Lovat - 2017 - Ethics and Behavior 27 (5):436-444.
    This article seeks to revisit the distinction between the words ethics and morals. First, we understand the word ethics to be focused on the way we seek to live our own life, and hence to connote a relativistic and essentially subjective perspective, whereas we understand the word morals to be focused on the way we should live our lives together, especially through sensitivity to viewpoints other than our own. Second, we perceive a usefulness in such a differentiation when the ethical (...)
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  10.  18
    When Encounters Between Religious Worldviews Are a Threat: Applying Triune Ethics Theory in a Religiously Diverse Landscape.Daniel Fleming & Terence Lovat - 2014 - Journal of Moral Education 43 (3):377-393.
    Democratic societies today face increasing diversity, including religious diversity, and are finding that interfaith engagement possesses potential to bring out the worst and the best of human responses and, correlatively, that such engagement can either assist in or undermine the social cohesion of these societies. This article employs Triune Ethics Theory and Australian Values Education data in order to appraise the impact of interfaith engagement on human behaviour. TET’s notion of imaginative mindsets is utilised to show that interfaith engagement can (...)
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  11.  6
    Islamic Morality: Teaching to Balance the Record.Terence Lovat - 2016 - Journal of Moral Education 45 (1):1-15.
    The article proposes that the teaching of Islamic morality presents as an important if not urgent task for moral education. It offers the opportunity to inform a student body about a vital historical development in the formation of moral thought and action; to challenge and offset a blind spot in Western thinking about Islam in general; to challenge the ease with which radical Islamist views of Islam have captured the minds of Muslim and non-Muslim audiences alike; and, because of the (...)
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  12.  3
    Bonhoeffer Down Under [Book Review].Terence Lovat - 2013 - The Australasian Catholic Record 90 (4):498.
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