Recent results from two different studies show evidence of strong emotional engagement in moral dilemmas that require personal involvement or ethical problems that involve significant inter-personal issues. This empirical evidence for a connection between emotional engagement and moral or ethical choices is interesting because it is related to a fundamental survival mechanism rooted in human evolution. The results lead one to question when and how emotional engagement might occur in a professional ethical situation. However, (...) the studies employed static dilemmas or problems that offered only two choices whose outcome was certain or nearly so, whereas actual problems in professional ethics are dynamic and typically involve considerable uncertainty. The circumstances of three example cases suggest that increasing personal involvement and uncertainty could have been perceived as changes, threats, or opportunities and could therefore have elicited an emotional response as a way to ensure the reputation, integrity or success of oneself or a group to which one belongs. Such emotional engagement is only suggested and more studies and experiments are required to better characterize the role of emotional engagement in professional ethics. (shrink)

The paper analyzes the factors that brand engagement produces in the growth of a brand, studying the values of creating emotional bonds to retain customers and develop consumer cultures. The PACARI brand is taken as a reference, which has international recognition, managing to position Ecuador as the country where the best chocolate in the world originates. The objective is to analyze the impact of PACARI and its connection in ethical consumption, where the brand has generated impact from the (...) word of mouth marketing that it creates from influencers, and the commitment with its interest groups. (shrink)

The aim of this paper is to turn attention to the role of affects and emotions in fundamentalism, and examine two interrelated dilemmas that emerge when university instructors come across students who express fundamentalist beliefs and emotions in the classroom: pedagogical and ethical dilemmas. The paper examines these dilemmas through the analysis of an incident in which the author engaged with a student holding religious fundamentalist beliefs. The analysis brings two significant bodies of literature together – the literature on fundamentalism (...) in different disciplines and the body of work that theorizes the cultural politics of affect and emotion – and sheds further light on an emerging concept in education, namely, ‘emotional fundamentalism.’ Through an examination of the ways in which affects and emotions are entangled with fundamentalism, the paper suggests ways in which educators and scholars may expand the concept of ‘emotional fundamentalism’ and rethink how we might engage with it in higher education. (shrink)

The way we communicate with each other is vital to preserving the cultural ecology, or wellbeing, of a place and time. Do we listen to each other? Do we ask the right questions? Do we speak about each other with respect or disdain? The stories that we convey on screens, or what author Carl Plantinga calls 'screen stories,' are one powerful and pervasive means by which we communicate with each other. Screen Stories: Emotion and the Ethics of Engagement (...) argues that film and media studies needs to move toward an an approach to ethics that is more appropriate for mass consumer culture and the lives of its citizens. Primarily concerned with the relationship between media and viewers, this book considers ethical criticism and the emotional power of screen stories that makes such criticism necessary. The content we consume-- from television shows and movies to advertisements-- can significantly affect our welfare on a personal and societal level, and thus, this content is subject to praise and celebration, or questioning and even condemnation. The types of screen stories that circulate contribute to the cultural ecology of a time and place; through shared attention they influence what individuals think and feel. Plantinga develops a theory of the power of screen stories to affect both individuals and cultures, asserting that we can better respond ethically to such media if we understand the sources of its influence on us. (shrink)

In this study, the researchers investigated the relationships between character strengths and ethical engagement in online faculty. One of the ethical duties for higher education faculty is to engage in effective teaching practices. As online higher education becomes increasingly popular, online faculty also bear this duty. Numerous studies have shown that character strengths cultivate ethical behavior. Hence, we sought to determine the relationship between character strengths and ethical engagement in online faculty. Specifically, we focused on intellectual character strengths, (...) interpersonal character strengths, and emotional character strengths because of their relevance to online faculty’s teaching practices. Through correlational analyses, we learned that interpersonal and emotional character strengths were positively and moderately related to ethical engagement, whereas intellectual character strengths were weakly related to ethical engagement. The findings of this study provide insight into online faculty’s character strengths and ethical engagement. However, further research is needed to understand the role of character strengths and ethical engagement in promoting effective teaching practices in online higher education classrooms. (shrink)

This is a revised edition of Walker's well-known book in feminist ethics first published in 1997. Walker's book proposes a view of morality and an approach to ethical theory which uses the critical insights of feminism and race theory to rethink the epistemological and moral position of the ethical theorist, and how moral theory is inescapably shaped by culture and history. The main gist of her book is that morality is embodied in "practices of responsibility" that express our identities, (...) values, and connections to others in socially patterned ways. Thus ethical theory needs to be empirically informed and politically critical to avoid reiterating forms of socially entrenched bias. Responsible ethical theory should reveal and question the moral significance of social differences. The book engages with, and challenges, the work of contemporary analytic philosophers in ethics. Moral Understandings has been influential in reaching a global audience in ethics and feminist philosophy, as well as in tangential fields like nursing ethics; research ethics; disability ethics; environmental ethics, and social and political theory. This revised edition contains a new preface, a substantive postscript to Chapter 1 about "the subject of moral philosophy"; the addition of a new chapter on the importance of emotion in practices of responsibility; and the addition of an afterword, which responds to critics of the book. (shrink)

This paper describes a live ethics case project that can be used to teach ethics in a broad variety of business classes. The live case differs from regular cases in that it involves a current situation. Students select an on-going or current event that involves ethical violations and write a case about it. They then present their case and run a debate about the challenges and issues outlined in the case and the actions that could have or should (...) have been taken. The dynamic project fulfills the key criteria for effective ethics education since it increases awareness of the complexity of ethical challenges, allows application of concepts, creates a personal emotional engagement in the case, is relevant, holds students accountable for their position, and creates a setting that encourages students to think critically about ethics. (shrink)

In personal relationships, we conceive of the related person as an individual who is more than a combination of qualities, a bearer of claims or a role-occupant. She is envisaged as a distinct and irreplaceable particular. We have immediate concerns for her that are not mediated by consideration of principles such as the promotion of welfare or the fulfillment of duty. The aim of my dissertation is to analyze and defend this particularistic concern and show how it is anchored in (...) what I call an engaged perspective. Recent critics of Kantianism and utilitarianism claim that these theories endorse only an objective or impersonal perspective, which ignores the particularity of individuals. I contrast this with an engaged perspective which I explicate by building on insights embodied in the Confucian account of role-ethics in the period 550 B.C.-290 B.C. I argue that although Confucian ethics has been rightly interpreted to stress the way in which social role mediates between relationships, nonetheless its ideal concerns socially-mediated relations of love between individuals. ;I first examine the cardinal Confucian virtue of jen, or loving, and other role virtues such as filial piety, and show how they help create connectedness and mutuality. People are connected when they share their emotional world and care for each other. And they share an exclusive mutuality when they generate a unique history of reciprocation and participate in the common good of their relationship. In addition, particularity functions as a structural factor to govern the caring, reciprocity, and emotions of love. Consequently, an engaged agent considers her beloved and the relationship she is engaged in as irreplaceable particulars. The engaged perspective is a distinctive "we" perspective arising from the awareness of such connectedness and mutuality. I also contrast the engaged perspective with the personal perspective. ;Finally, I analyze the motivational structure of a Confucian agent by examining the influence of propriety, emotions, thinking and will on Confucian agency. This confirms my analysis of the engaged perspective and further informs us about the type of agency required in engagement. (shrink)

‘This class is so [insert expletive] depressing.’ I overheard a student communicating this to a friend upon exiting one of my ethics courses and I wondered how my classes could generate a sense of empowerment rather than depression, a sense of hope rather than despair. Drawing from David Hume's and Martin Hoffman's work on the psychology of empathy and sympathy, I contend that dominant Western philosophical pedagogy is inadequate for facilitating morally empowered students. Moreover, I stipulate that an adequate (...) analysis of the role emotion should play in pedagogy requires tending to the politics of emotional expression and how oppression functions. I argue that ethical educators have a moral responsibility to facilitate not only critical moral thinking but critical moral agency. Part of ethical education should involve the provision of tools for effective citizen engagement, and reasoning alone is insufficient for this goal. The role of emotion in ethical decision-making and action remains devalued and u.. (shrink)

The complexity of industrial reality, the plurality of legitimate perspectives on risks and the role of emotions in decision-making raise important ethical issues in risk management that are usually overlooked in engineering. Using a questionnaire answered by 200 engineering students from a major engineering school in Canada, the purpose of this study was to assess how their training has influenced their perceptions toward these issues. While our results challenge the stereotypical portrait of the engineer, they also suggest that the current (...) engineering education might fail to empower engineers to engage in ethical risk management. We therefore propose an active-learning method to help in this matter. Carried out through workshops with 34 students in chemical engineering, the effectiveness of this method has been evaluated using group interviews and questionnaires. Our results suggest that such an approach is effective, at least in the short run, to motivate students to engage in ethical risk management and to trigger reflectivity on what it means to be an engineer today. (shrink)

Mèngzǐ’s 孟子 advice to King Xuān 宣 to take up his feeling of compassion for an ox and apply it to his people (_Mèngzǐ_ 1A7) is equivocal, and can be understood in two markedly different ways: on one hand, to take immediate care of the people’s needs by performing a kind of (mental) act of applying compassion; on the other hand, to engage in a long-term project of cultivating compassion for them. These views, moreover, when combined with the assumption that (...) emotion is the sole motivator of moral action, give us a perplexing picture of Mèngzǐ as urging the king to do exactly what he cannot—namely, acting out of compassion for his people that he falls short of feeling enough of. This essay explicates the Mengzian model of moral extension (_tuī_ 推) through a solution to this puzzle, specifically by explaining how one’s immediate performance of moral actions are conducive to cultivating related moral emotions. (shrink)

Engaging with phenomenology, moral philosophy, politics and psychology, and authored by an international team of leading scholars in the field, this volume explores the ethical and social significance of a variety of human emotions.

Engaging with phenomenology, moral philosophy, politics and psychology, and authored by an international team of leading scholars in the field, this volume explores the ethical and social significance of a variety of human emotions.

Is shame social? Is it superficial? Is it a morally problematic emotion? Researchers in disciplines as different as psychology, philosophy, and anthropology have thought so. But what is the nature of shame and why are claims regarding its social nature and moral standing interesting and important? Do they tell us anything worthwhile about the value of shame and its potential legal and political applications? -/- In this book, Julien Deonna, Raffaele Rodogno, and Fabrice Teroni propose an original philosophical account of (...) shame aimed at answering these questions. The book begins with a detailed examination of the evidence and arguments that are taken to support what they call the two dogmas about shame: its alleged social nature and its morally dubious character. Their analysis is conducted against the backdrop of a novel account of shame and ultimately leads to the rejection of these two dogmas. On this account, shame involves a specific form of negative evaluation that the subject takes towards herself: a verdict of incapacity with regard to values to which she is attached. One central virtue of the account resides in the subtle manner it clarifies the ways in which the subject's identity is at stake in shame, thus shedding light on many aspects of this complex emotion and allowing for a sophisticated understanding of its moral significance. -/- This philosophical account of shame engages with all the current debates on shame as they are conducted within disciplines as varied as ethics, moral, experimental, developmental and evolutionary psychology, anthropology, legal studies, feminist studies, politics and public polic. (shrink)

Using a quantitative methods approach, we examine the organisational drivers of cognitive workaholism and emotional exhaustion amongst a group of employees (N = 187) in a digital workplace based in Berlin, Germany. This study demonstrated that managers could influence cognitive workaholism through the pace of work and an employee’s perceived need to engage in off-hours work. Cognitive workaholism was also found to have a direct impact on emotional exhaustion, as did the relationship with one’s manager. Off-hours work was (...) not found to have a direct impact on emotional exhaustion. Instead, the data suggests that off-hours working hinders an employee’s ability to detach from their work, and therefore higher levels of cognitive workaholism are observed, which then leads to higher levels of emotional exhaustion. This study highlights how management’s distribution of workload can create a situation whereby employees have constant thoughts about work, leading to emotional exhaustion. This is an important topic, given the increasing use of digital technology in modern workplaces. Specifically, off-hours work is easily facilitated through the use of technology, and this study therefore unveils the double-edged sword of technology. Hence, this topic is important for modern organisations seeking to promote sustainable employee workplace wellbeing. (shrink)

The paper tackles the question of the relevance of emotions in ethics. It argues that emotions are discerning and thus inherent components of morality and they deserve a place in adequate ethical projects. The paper engages into a conversation with Martha C. Nussbaum and Thomas Aquinas. Specifically, it presents accounts of compassion and anger to illustrate the discerning nature of these emotions and the moral value they might signal.

ABSTRACT:The ethical sensemaking approach stands as an essential alternative to the dominant rational and objectivist paradigm of ethical decision-making in organizations. From this perspective, this research explores the intrapersonal interplay of emotions and reflexivity in ethical sensemaking. We analyzed thirty-seven semi-structured interviews conducted with executive coaches sharing a critical incident about an issue they framed as ethical. Our findings show that their ethical decisions unfolded over a three-phase emotional reflexive sensemaking process, where reflexivity allowed for the management of emotions (...) in the form of emotional awareness, emotional unpacking, and emotional engagement. Therefore, we portray ethics as afabric, produced through the knitting of emotions and reflexivity. And, while ethics certainly appear to be produced by the subject, we suggest a reciprocal relationship, whereby the very fabric of ethics contributes to the production of the ethical subject. (shrink)

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)

It is common to think of warfare as a setting in which emotion can lead combatants to engage in unethical behavior. On this view, it is natural to conceptualize the aim of military ethics training as quelling the influence of emotion in combat in order to reduce the risk that military personnel are vulnerable to its influence. Recent research, however, indicates that what is called “emotion processing” is connected in important ways with moral judgment and behavior. In this view, (...) acting ethically is not simply a matter of subordinating emotion to reason, but of responding with appropriate rather than inappropriate emotion. In this respect, such research challenges the powerful “rationalist” account of moral judgment and behavior. More fundamentally, it calls into question the distinction between reason and emotion as a way to understand our moral sensibilities. This article describes this research and discusses work on naturalistic decision-making and neuroscience that provide support for its insights. It then suggests ways in which such research is consistent with Aristotelian notions of character and virtue. Finally, it identifies ways in which some military training implicitly draws on lessons from this body of research, and suggests how it might do so more deliberately. (shrink)

The Confucian understanding of emotions and their ethical importance confirms and exemplifies the contemporary Western renewed understanding of the nature of emotions. By virtue of a systematic conceptual analysis of Confucian ethics, one can see that, according to Confucians, the ethical significance of emotions, lies in that an ethical life is also emotional and virtues are inclinational. And a further exploration shows that the reason for the ethical significance is both that emotions are heavenly-endowed and that there exists (...) a union of emotions and reason in Confucian ethics. This will constitute a challenge to the so-called mainstream ethical theories which have been popularly engaged in seeking justifications for abstract moral rules. (shrink)

This book argues that dominant approaches to teaching ethics fail to adequately support ethical action because empowered action requires intentional emotional engagement and oppressive forces have worked against affective pedagogy. Lisa Kretz argues in favor of pedagogical approaches that empower students to be ethically engaged activists.

Today, organizations are facing a high rate of attrition which is a serious issue for human resource managers. Gaining the commitment of employees towards their organization, though challenging, is rewarding as organizational commitment (OC) is a precursor to employee engagement. Another challenge is about maintaining an ethical climate. Ethical misconduct by organizations not only brings them a heavy monetary price but also incurs non-monetary price in terms of customer and employee attrition and diminished business reputation. In the new workplace (...) with greater emphasis on flexibility, teams and a strong customer orientation, we feel that development of emotional intelligence (EI) of the workforce can be the key to meet these challenges. This paper explores these three critical constructs viz., EI, workplace ethics and OC together, and tests whether workplace ethics mediates the EI–OC relationship using structural equation modelling. We conducted an empirical study in Guwahati, a fast-growing tier II city in India and a business hub for north-east India, on a sample of 400 managers working in the service sector. Our study found that emotional intelligence is a strong predictor of ethical perception and organization commitment. Also, ethical perception significantly affects organizational commitment. Although we reject the hypothesis that ethics mediates the EI–OC relationship, the importance of workplace ethics cannot be undermined as it can build intangible organizational assets such as goodwill and public image. Since individual ethical standards create ethical climate, organizations need to teach their people how to recognize morally questionable situations and the consequence of unethical conduct. (shrink)

Moral emotions shape the effectiveness of culturally diverse teams. However, these emotions, which are integral to determining ethically responsive patient care and team relationships, typically go unrecognised. The contribution of emotions to moral deliberation is subjugated within the technorational environment of healthcare decision‐making. Contemporary healthcare organisations rely on a multicultural workforce charged with the ethical care of vulnerable people. Limited extant literature examines the role of moral emotions in ethical decision‐making among culturally diverse healthcare teams. Moral emotions are evident in (...) ethnocentric moral perspectives that construct some colleagues' practices as ‘other’. This article examines how moral emotions are evoked when cultural dissonance influences nurses' moral perceptions. We use a qualitative investigation of teamwork within culturally diverse healthcare organisations. We use Haidt's () account of moral emotions to examine practice‐based accounts of 36 internationally educated and 17 New Zealand educated nurses practising in New Zealand. The study provides evidence that moral emotions are frequently elicited by communication and care practices considered ‘foreign’. The main implication is that although safe practice in healthcare organisations is reliant on highly functioning teams, collaboration is challenged by interprofessional power relations of contested culturally shaped values. We address practice‐based strategies that enable engagement with moral emotions to enhance effective teamwork. (shrink)

This paper assesses leading Japanese philosophical thought since the onset of Japan’s modernity: namely, from the Meiji Restoration onwards. It argues that there are lessons of global value for AI ethics to be found from examining leading Japanese philosophers of modernity and ethics, each of whom engaged closely with Western philosophical traditions. Turning to these philosophers allows us to advance from what are broadly individualistically and Western-oriented ethical debates regarding emergent technologies that function in relation to AI, by (...) introducing notions of community, wholeness, sincerity, and heart. With reference to AI that pertains to profile, judge, learn, and interact with human emotion, this paper contends that Japan itself may internally make better use of historic indigenous ethical thought, especially as it applies to question of data and relationships with technology; but also that externally Western and global ethical discussion regarding emerging technologies will find valuable insights from Japan. The paper concludes by distilling from Japanese philosophers of modernity four ethical suggestions, or spices, in relation to emerging technological contexts for Japan’s national AI policies and international fora, such as standards development and global AI ethics policymaking. (shrink)

"These essays advance a reinterpretation of pivotal categories such as self-knowing, moral agency, and altruism... A must for all students and researchers/faculty engaged in the study of ethics." —Choice "This is an extraordinarily valuable collection of essays in feminist ethics." —Teaching Philosophy A range of recent work in feminist ethics, exploring such issues as the ethic of care, a viable feminist ethics, Pythagoreanism, existentialism, utilitarianism, self-knowing, emotion, and moral vision. Also discussed is the process of applying (...) feminist ethics to work situations. The concluding essays point to the future and present new visions for the field. (shrink)

What is the role and value of virtue, emotion and imagination in law and legal reasoning? These new essays, by leading scholars of both law and philosophy, offer striking and exploratory answers to this neglected question. The collection takes a holistic approach, inquiring as to the connections and relations between virtue, emotion and imagination. In addition to the principal focus on adjudication, essays in the collection also engage with a variety of different legal, political and moral contexts: eg criminal law (...) sentencing, the Black Lives Matter movement and professional ethics. A number of different areas of the law are addressed and the issues explored include: the benefits and limits of empathy in legal reasoning; the role of attention and perception in judicial reasoning;, the identification of judicial virtues and judicial vices ; the values and dangers of certain imaginative devices ; and the interactive and social dimensions of virtue, emotion and imagination. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Being Benevolence: The Social Ethics of Engaged BuddhismRita M. GrossBeing Benevolence: The Social Ethics of Engaged Buddhism. By Sallie B. King. Honolulu: University of Hawai'i Press, 2005. 291 pp.This discussion of the social ethics of Engaged Buddhism is organized into chapters on four basic issues: the relationship between individual and society, human rights, nonviolence and its limits, and justice/reconciliation. Setting the context for these issues (...) are an introduction, a chapter on how Engaged Buddhist social ethics is built from Buddhist tradition, and another surveying Engaged Buddhist [End Page 174] ethical theory. The author's conclusions and evaluations of the movement, for the most part, are found in the last chapter, the book's eighth.In her preface, King explains a crucial decision she made regarding the extent of her analysis of Engaged Buddhism. She realized that an important question about Engaged Buddhism concerns its relationship with Western thought and decided that she could better focus on that question and "avoid muddying the waters" (p. xii) by not including Western Engaged Buddhist thinking in her survey. She further justifies this decision by claiming that Western Buddhists are still largely students of Asian Buddhists who need to overcome familiar cultural habits "to clearly perceive the otherness of Buddhism and what it has to offer" (p. xii). This decision makes sense in its own context, and I agree that many Western Buddhists seem to not understand that the spiritual and philosophical foundations of Buddhism are quite different from those of Western religions. Unfortunately, the decision to not include Western Engaged Buddhists also furthers a view that Buddhism is "foreign," and, therefore, not directly relevant to Westerners or to the issues that most occupy Westerners in our day. Many Western Buddhists are at pains to undercut precisely that view of Buddhism. However, I do concede that including Western Engaged Buddhists in her analysis would have complicated her task enormously.King's concerns about the relationship between Engaged Buddhist thinking and Western thinking have more to do with refuting the claim made by "traditional" Buddhists, both Asian and Western, that the Engaged Buddhist movement is merely the product of Western influences and, therefore, not truly Buddhist. She refutes this claim by demonstrating that the most influential Asian Engaged Buddhist leaders are intelligent, well-educated people who are unlikely to meekly adopt foreign ideas. Cogently, she argues that Western influences on Engaged Buddhism do not make Engaged Buddhism "the product of Western influences" and that the claim that Engaged Buddhism is the result of Western cultural imperialism denies what it is trying to protect: "the subjectivity and agency of the Engaged Buddhist leaders themselves" (p. 3). She demonstrates that Asian Engaged Buddhist leaders are selective about which Western concepts they include in their discussions of social ethics and that their thinking about social ethics has deep consonance with utterly basic Buddhist concerns, such as interdependence, the Four Noble Truths, anatman (lack of independent abiding self), the enlightenability of human beings, the importance of compassion, the importance of varied self-transformative practices, and nonviolence.Before delving into Engaged Buddhism's major concerns in depth, King provides a lengthy chapter in which she outlines Engaged Buddhist ethical theory. She does not claim that Engaged Buddhists have worked out a systematic ethical philosophy, but rather that certain ideas and claims underlie their recommendations and actions, although not all of them are used by every Engaged Buddhist or in every situation. Natural law ethics, which claims that ethical requirements are not culturally relative because they stem from the nature of reality itself, not human invention, is an important element in Engaged Buddhist thinking, she [End Page 175] claims. (King, however, does not discuss the difficulty that the different religions have very different analyses of the nature of reality.) Engaged Buddhists also use a developmental perspective, recognizing that, as individuals develop, ethical understanding also develops. That developmental perspective implies that ethics is more about principles than about rules. Engaged Buddhist ethics are holistic, in that intellect and emotion are not thought of as at odds with each other in ethical decision making, but are well integrated with each other. A nonadversarial stance is critical... (shrink)

This paper provides examples of how a teacher and a principal construct their ‘ethical selves’. In doing so we demonstrate how Foucault's four-part ethical framework can be a scaffold with which to actively connect emotions to a personal ethical position. We argue that ethical work is and should be an ongoing and dynamic life long process rather than a more rigid adherence to a ‘code of ethics’ that may not meaningfully engage its adherents. We use Foucault's four-part framework of (...) ethical practice as a framework through which an ‘ethical self’ can be purposely constructed. This is important work, as those who have authority over others must know how to monitor themselves against the misuse of the power of their positions. (shrink)

This paper briefly summarizes current thinking in engineering ethics education, argues that much of that ethical instruction runs the risk of being only superficially effective, and explores some of the underlying systemic barriers within academia that contribute to this result. This is not to criticize or discourage efforts to improve ethics instruction. Rather it is to point to some more fundamental problems that still must be addressed in order to realize the full potential of enhanced ethics instruction. (...) Issues discussed will include: intellectual engagement versus emotional engagement; the gravitational pull of curricular structures; the nature of engineering faculty; and the “engineer-ization” of ethics. (shrink)

Both Stoic and Buddhist ethics are deeply concerned with the ethical dangers of attachments. Three dangers stand out: (1) the destructive consequences of overwhelming emotionality, brought on by attachment, both for oneself and others, (2) the dangers to one's agency posed by strongly held, but ultimately unstable, attachments, and (3) the threat to virtuous emotional engagement with others caused by one's own attachment to them. The first two kinds of moral dangers have informed Stoic models of detachment (...) (see Wong (2006). In this paper I draw on Buddhist texts to present a model of detachment that responds primarily to the third moral danger of attachment, the danger of not loving well. (shrink)

Civic engagement in the form of social and moral awareness projects has grown in popularity among higher education practitioners in the past decades, and even more among business schools as a response to the many embarrassingly self-centered business CEO acts in recent years. Research thus far shows a wide variety of advantages tied to social and moral awareness projects, varying from greater understanding of students about the needs in society, and improved connections between the sponsoring institution and the community, (...) to more focus in students’ selection of future careers, and greater personal and professional emotional intelligence levels among these students. This article reviews the achievements of 156 undergraduate and graduate business students in regards to their social and moral responsibility projects, and the preferences they displayed in selecting the topics of these projects. (shrink)

A predominant assumption in studies of deliberative democracy is that stakeholder engagements will lead to rational consensus and to a common discourse on corporate social and environmental responsibilities. Challenging this assumption, we show that conflict is ineradicable and important and that affects constitute the dynamics of change of the discourses of responsibilities. On the basis of an analysis of social media engagements in the context of the grand challenge of plastic pollution, we argue that civil society actors use mobilization strategies (...) with their peers and inclusive-dissensus strategies with corporations to convert them to a new discourse. These strategies use moral affects to blame and shame corporations and solidarity affects to create feelings of identification with the group and to avoid disengagement and polarization. Our research contributes to the literature on deliberative democracy and stakeholder engagement in social media in the collective constructions of discourses on grand challenges. (shrink)

This study examines a proposed model whereby ethical leadership positively influences the level of meaning followers experience in their work, which in turn positively impacts followers’ levels of work engagement and organizational identification, as well as reduces their levels of workplace envy. We further hypothesized that cognitive reappraisal strategies for emotional regulation would moderate the ethical leadership–meaningful work relationship. The model was tested in a stratified random field sample of 440 employees and their direct supervisors in the aviation (...) industry in Turkey. Results based on data collected at two points in time showed that ethical leadership has a significant and positive direct effect on engagement and organizational identification, as well as indirect effects on those two outcomes through meaningfulness. Finally, results show that ethical leadership has a significant negative direct effect on workplace envy. Further, results showed that cognitive reappraisal emotion regulation strategy positively moderates, i.e., strengthens, the relationship between ethical leadership and meaningful work. (shrink)

_Retrieving Political Emotion _engages the reader in an excursion through our ancient Greek heritage to recover a concept of emotion useful for enriching political philosophy today. Focusing on _thumos_, Barbara Koziak reveals misinterpretations of the concept that have hampered recognition of its possibilities for normative theory. Then, drawing especially on Aristotle's construal of it as a general capacity for emotion and relating this to contemporary multidisciplinary work on emotion, she reformulates _thumos_ to provide a more adequate theory of political emotion, (...) as an antidote to the modern fixation on rational self-interest as the key to explaining political behavior. The book proceeds by recounting the way _thumos_ is used in Homer's _Iliad_ and Plato's _Republic_ and then showing how, while borrowing from both, Aristotle went substantially beyond them. From the _Nicomachean Ethics and Politics_ we can see the activity of _thumos_—how a person with good _thumos_ acts and through which institutions. Through the _Poetics_ we observe the characteristic disposition of _thumos_—what patterns and objects typify a person's emotional capacity in the best regime. Her reconstructed Aristotelian theory of political emotion allows Koziak in the concluding chapter to show how it can help us better understand political behavior today, as manifested in recent congressional debates on welfare reform, and through constructive engagement with feminist thinking on the "ethics of care" lead political theory to pay more attention to the importance of passions in political life. (shrink)

The purpose of this article is to describe the main ethical issues in paediatric nontherapeutic qualitative pain research. It is based on an analysis of the research literature related to ethical issues in research and on experiences from a family interview study focusing on pain assessment and management in children aged 1-6 years. In addition, different views concerning obtaining informed consent from children, as published in the research literature, are compared. Ethical challenges occur during all stages of qualitative research. The (...) risks of emotional distress and possible benefits of the results must be assessed prior to conducting a study. However, risks and harm are difficult to avoid in a study in which the research area, pain, raises emotional distress in both parents and children. The children’s assent and parental permission are both required. It is essential to obtain informed consent from all family members when family research is conducted. Participants’ privacy and confidentiality should be protected during data collection, analysis and publication. Protecting children from harm may be impossible during pain research in which they are required to recall a painful postoperative period. However, after data collection they can be assisted to focus on pleasant activities, for example, by engaging in playful activities with them. Finally, the role of the nurse and the researcher should be carefully assessed, especially in qualitative research, in order to be able to analyse the data and report the findings in an unbiased manner. (shrink)

This paper provides examples of how a teacher and a principal construct their ‘ethical selves’. In doing so we demonstrate how Foucault's four‐part ethical framework can be a scaffold with which to actively connect emotions to a personal ethical position. We argue that ethical work is and should be an ongoing and dynamic life long process rather than a more rigid adherence to a ‘code of ethics’ that may not meaningfully engage its adherents. We use Foucault's four‐part framework of (...) ethical practice as a framework through which an ‘ethical self’ can be purposely constructed. This is important work, as those who have authority over others must know how to monitor themselves against the misuse of the power of their positions. (shrink)

Acquired Immune Deficiency Syndrome (AIDS) is an emotive subject, particularly in southern Africa. Among those who have been directly affected by the disease, or who perceive themselves to be personally at risk, talking about AIDS inevitably arouses strong emotions - amongst them fear, distress, loss and anger. Conventionally, human geography research has avoided engagement with such emotions. Although the ideal of the detached observer has been roundly critiqued, the emphasis in methodological literature on 'doing no harm' has led even (...) qualitative researchers to avoid difficult emotional encounters. Nonetheless, research is inevitably shaped by emotions, not least those of the researchers themselves. In this paper, we examine the role of emotions in the research process through our experiences of researching the lives of young AIDS migrants in Malawi and Lesotho. We explore how the context of the research gave rise to the production of particular emotions, and how, in response, we shaped the research, presenting a research agenda focused more on migration than AIDS. This example reveals a tension between universalised ethics expressed through ethical research guidelines that demand informed consent, and ethics of care, sensitive to emotional context. It also demonstrates how dualistic distinctions between reason and emotion, justice and care, global and local are unhelpful in interpreting the ethics of research practice. (shrink)

Moral Emotions builds upon the philosophical theory of persons begun in _Phenomenology and Mysticism _and marks a new stage of phenomenology. Author Anthony J. Steinbock finds personhood analyzing key emotions, called moral emotions. _Moral Emotions _offers a systematic account of the moral emotions, described here as pride, shame, and guilt as emotions of self-givenness; repentance, hope, and despair as emotions of possibility; and trusting, loving, and humility as emotions of otherness. The author argues these reveal basic structures of interpersonal experience. (...) By exhibiting their own kind of cognition and evidence, the moral emotions not only help to clarify the meaning of person, they reveal novel concepts of freedom, critique, and normativity. As such, they are able to engage our contemporary social imaginaries at the impasse of modernity and postmodernity. (shrink)

In 2015 the UK became the first country in the world to legalise mitochondrial donation, a controversial germ line reproductive technology to prevent the transmission of mitochondrial disease. Dimond and Stephens track the intense period of scientific and ethical review, public consultation and parliamentary debates preceeding the decision. They draw on stakeholder accounts and public documents to explore how patients, professionals, institutions and publics mobilised within ‘for’ and ‘against’ clusters, engaging in extensive promissory, emotional, bureaucratic, ethical, embodied and clinical (...) labour to justify competing visions of an ethical future. They describe how this decision is the latest iteration of a UK sociotechnical imaginary in which the further liberalization of human embryo research and use is rendered legitimate and ethical through modes of consultation and permissive but strictly regulated licensing. Overall, this book presents a timely, multi-dimensional, and sociological account of a globally significant landmark in the history of human genetics, and will be relevant to those with an interest in genetics, Science, Technology and Society, the sociology of medicine, reproductive technology, and public policy debate. (shrink)

The Scottish Mental Health Arts and Film Festival has seen hundreds of arts, public and community groups coproduce over 300 events to over 25,000 audience members. Integral to this arts-based approach, in contrast to social marketing or public education models, is the notion that mental health is an essentially contested concept whereby meanings are negotiated and debate encouraged. With emerging evidence that the festival is an ef ective way of engaging people intellectually and emotionally, we explore ethical issues, challenges and (...) paradoxes that have emerged as the festival has developed. Consideration is given to issues of power, purpose, opportunity costs, reach, impact, programming risks, and participation from those with experience of mental ill-health. Throughout, we explore practical implications for funding, managing, programming, marketing and evaluation of this and similar endeavours. (shrink)

Background Citizen science and models for public participation in health research share normative ideals of participation, inclusion, and public and patient engagement. Academic researchers collaborate in research with members of the public involved in an issue, maximizing all involved assets, competencies, and knowledge. In citizen science new ethical issues arise, such as who decides, who participates, who is excluded, what it means to share power equally, or whose knowledge counts. This article aims to present an ethics framework that (...) offers a lens of understanding and heuristic guidelines to deal with ethical issues in citizen science. -/- Methods We conducted seven case studies between 2015 and 2021 to attune and validate the ethics framework for the context of citizen science. The cases related to studies with older adults, people with a psychiatric vulnerability, people dependent on community care, people who are unemployed or living in poverty or both, and young adults with respiratory disease. -/- Results Ethics in citizen science reaches beyond the ethical issues in traditional biomedical and health research. It entails more than following procedures about informed consent and privacy and submitting a proposal to a Medical Research Ethics Committee. Ethics in citizen science relates to everyday ethical issues during the study, including relational and moral complexities concerning collaboration, sharing power, and democratic decision-making. Dealing with these issues requires ethics work of researchers. This entails seeing ethically salient issues and reflecting on everyday ethical issues. Ethics work consists of seven features: framing work, role work, emotion work, identity work, reason work, relationship work, and performance work. All are relevant for researchers in citizen science. -/- Conclusions Ethical issues in citizen science often relate to power differentials, partnership, and collaboration between academics and non-academics. The ethics framework prepares researchers for the work needed in citizen science to act responsibly and offers a heuristic guide to reflect on ethics. Reflection on ethics is a pathway towards ethical citizen science, especially if researchers collaboratively reflect in partnership with non-academics who are subject to the moral issue. (shrink)

Among the many striking features of the philosophy of the Zhuāngzǐ is that it advocates a life unperturbed by emotions, including even pleasurable, positive emotions such as joy or delight. Many of us see emotions as an ineluctable part of life, and some would argue they are a crucial component of a well-developed moral sensitivity and a good life. The Zhuangist approach to emotion challenges such commonsense views so radically that it amounts to a test case for the fundamental plausibility (...) of the Daoist ethical orientation: If the Zhuangist stance on emotion is untenable, then other aspects of Daoist ethics may founder as well. In this essay, I explore what I call a Zhuangist ‘Virtuoso View’ of emotion and its connections with human agency, attempting to show that at least one version of a Zhuangist approach to emotion passes the ‘basic plausibility’ test. I begin by describing the Virtuoso View and sketching its theoretical foundation, which involves claims about human agency, the self, psychophysical hygiene, the good life, epistemology, and metaphysics. Next, I defend the Virtuoso View against three objections, namely that it abandons intentionality, that it interferes with a good life, and that it yields a schizophrenic conception of agency. I argue for three major theses. First, the Virtuoso View is easily intelligible and largely defensible. Second, it reflects a crucial insight into a fundamental dichotomy at the core of human agency: the unavoidable conflict within a self-aware human agent between an internal, engaged perspective and an external, detached one. Third, I suggest that certain problems or conflicts arising from the Virtuoso View actually reflect inherent features of the human predicament and thus are not mere conceptual defects. Hence even if we do not find the Virtuoso View wholly convincing, we can nevertheless gain much insight from it. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 10.4 (2003) 353-355 [Access article in PDF] Emotions and Narrative Selves Valerie Gray Hardcastle In their commentaries, both Phillips (2003) and Woody (2003) agree that the affective side of personhood needs to be better addressed in narrative views of self. In their arguments, they focus mainly on how a patient or a subject is here and now. In contrast, Kennett and Matthews (2003) take a (...) longer view and argue for the importance of a diachronic unity for selfhood. This commentary seeks to integrate these views by discussing how emotions are central to building our personal sense of unified agency. 1Phillips and Woody are right: most philosophical discussions of the narrative view of self are overly cognitive and focus too much attention on our linguistic story-telling abilities and not enough on what it is like to be a person experiencing the world. This is too bad, for it is our affective reactions that drive our personal life narratives. Consider: of all the experiences in the world, we only chose a small subset to become or represent who we are. I regularly eat cold cereal for breakfast before heading off to work, but if you ask me to describe myself, I describe my work or my children, not my breakfast-eating habits. Why is this? I identify with my work, my family life, or my play, but not with my sleeping patterns, the trajectories I chose when I drive, or how I brush my teeth. How is it that I have selected the former activities to highlight in my self-stories, but not the latter?I maintain that I choose the former because I have strong affective ties to them, ties that I do not have to driving routes or personal hygiene. And these ties are what determine what gets into our narratives of self. Actually, my claim is stronger than that. I believe that our emotions not only color what we do but they also allow us to act in the first place (this discussion is greatly expanded in my forthcoming book).Humans delight in pretending that our most prized and most humanly attribute is our forebrain, which houses, we also pretend, our capacity for rational thought. Since Plato at least we have held that subduing our passions to the iron rule of reason is our supreme aspiration; it is the ideal for human cognition. Ironically, we think that the more we are like Star Trek's alien Mr. Spock, the more human we really are.But what would life really be like with an overdeveloped forebrain and without emotion? Let us consider more carefully what it is we really prize about being human. We can rationalize well, it is true, but we do so in the service of personal goals. As Aristotle reminds us, we have practical rationality; we have means-ends reasoning with a point. This is just another way of saying that it is imperative that we identify what is important to us prior to cognizing.Obviously, one might scoff, we need an end to engage in means-ends reasoning. But often, I think, what having an end entails is not well appreciated. These days it is fashionable to believe that our fundamental ends—survival and reproduction—are set by our biology and that all [End Page 353] other ends (or most other ends) derive from them in some fashion. Maybe this story is true, but it obscures how ends—whether they be hardwired in or they come later—function in the human psyche.At a bare minimum, that we have particular ends tells us that we have to tag our abstractions, interpretations, and matched patterns with valances—some things are good, some things are bad, and some are indifferent. Tagging our experiences thus is just what it means to have emotions; we are reacting affectively to our world around us. And it is these reactions that determine which inputs we respond to and which we ignore. We literally cannot move about in our world without emotion. I think, perhaps, that this fact is what Phillips and Woody are... (shrink)

What will it be like to admit Artificial Companions into our society? How will they change our relations with each other? How important will they be in the emotional and practical lives of their owners since we know that people became emotionally dependent even on simple devices like the Tamagotchi? How much social life might they have in contacting each other? The contributors to this book discuss the possibility and desirability of some form of long-term computer Companions now being (...) a certainty in the coming years. It is a good moment to consider, from a set of wide interdisciplinary perspectives, both how we shall construct them technically as well as their personal philosophical and social consequences. By Companions we mean conversationalists or confidants not robots but rather computer software agents whose function will be to get to know their owners over a long period. Those may well be elderly or lonely, and the contributions in the book focus not only on assistance via the internet but also on providing company and Companionship, by offering aspects of real personalization.". (shrink)

This paper briefly summarizes current thinking in engineering ethics education, argues that much of that ethical instruction runs the risk of being only superficially effective, and explores some of the underlying systemic barriers within academia that contribute to this result. This is not to criticize or discourage efforts to improve ethics instruction. Rather it is to point to some more fundamental problems that still must be addressed in order to realize the full potential of enhanced ethics instruction. (...) Issues discussed will include: intellectual engagement versus emotional engagement; the gravitational pull of curricular structures; the nature of engineering faculty; and the “engineer-ization” of ethics. (shrink)

The ethical dimension of care work is less explored in Chinese long-term care (LTC) settings. This paper accentuates care ethics embodied by direct care workers (DCWs) from an ethnographic study of care at Sunlight Nursing Home in central China. I include the notion of xiao (filial piety) to construe care ethics by engaging both feminist and intersectional approaches. Empirical findings highlight the narrative of mei banfa (‘there is nothing you can do about it’) in revealing the complexity of (...) caregiving in a commercialised environment where both physical and emotional care intertwine. Mei banfa compels DCWs to invoke their agency in care practice despite inadequate support from the nursing home and negative social portrayals of care work. It is a cognitive coping strategy of DCWs to harness their energy in upholding care ethics for both the elderly residents and their own family members. Such commitment is unlikely to be sustained if structural barriers continue to impede the recognition of care labour as part of social production. Arguably, an ethically informed approach to both policymaking and care practice gives voice to human interdependency in care work and affords ways to reimagine a caring future. (shrink)

Since 1995, thousands of people in Taiwan have pledged each year to donate their cadavers to the medical college run by the Buddhist Tzu Chi (Ciji) Foundation. The “surge of cadavers” seems intriguing in a society where ancestor worship continues to be salient. Drawing on my fieldwork in 2012–2013 and 2015, the purpose of this paper is to describe a series of practices involving the transformation of a cadaver into a Buddhist moral subject: the donor, the family, and the medical (...) school engage in various endeavors and rituals involving “emotional practices” to honor the deceased; situate the donation as a “good death”; and fulfill the family's obligations to ancestor worship. I argue what makes the ritual transformation efficacious is the dominant currency of emotional practices. Emotional practices “authenticate” the ritual transformation. The main ethic for commemorating the cadaver donation is not generosity or dāna but equanimity. (shrink)

In this analysis of the ethical dimensions of doctors’ participation in macroallocation we set out to understand the skills they use, how they are acquired, and how they influence performance of the role. Using the principles of grounded moral analysis, we conducted a semi-structured interview study with Australian doctors engaged in macroallocation. We found that they performed expertise as argument, bringing together phronetic and rhetorical skills founded on communication, strategic thinking, finance, and health data. They had made significant, purposeful efforts (...) to gain skills for the role. Our findings challenge common assumptions about doctors’ preferences in argumentation, and reveal an unexpected commitment to practical reason. Using the ethics of Paul Ricoeur in our analysis enabled us to identify the moral meaning of doctors’ skills and learning. We concluded that Ricoeur’s ethics offers an empirically grounded matrix for ethical analysis of the doctor’s role in macroallocation that may help to establish norms for procedure. (shrink)

The ethical criticism of art has received increasing attention in contemporary aesthetics, especially with respect to the evaluation of narratives. The most prominent philosophical defenses of this art-critical practice concentrate on the notion of response , specifically on the emotional responses a narrative requires for it to be correctly apprehended and appreciated. I first investigate the mechanisms of emotional participation in narratives ; then, I address the question of the legitimacy of the ethical criticism of narratives and advance (...) an argument in support of such a practice . ;Chapter 1 analyzes different modes of emotional participation in narratives, distinguishing between: emotional inference, affective mimicry, empathy, sympathy, and concern. Chapter 2 first critically discusses Noel Carroll's objections to identificationism and to an empathy-based account of character participation, and then analyzes the sorts of imaginative activities involved in narrative engagement, by investigating the distinctions introduced by Richard Wollheim between central and acentral imagining, and iconic and non-iconic imagination. ;Chapter 3 offers a taxonomy of the possible views on the relationship between the ethical and the artistic values of a narrative, distinguishing between reductionist and non-reductionist views, and sorting the latter ones into autonomism and moralism, radical and moderate. Chapter 4 analyzes the ethical assessment of narratives for their consequences on their perceivers and the means of their production, and indicates the evaluation in terms of the ethical perspective a narrative embodies as the kind of ethical evaluation on which an argument for the ethical criticism of narratives ought to concentrate. Chapter 5 critically assesses the accounts of "imaginative resistance" to fiction offered by Kendall Walton, Richard Moran, and Tamar Gendler, and concludes that none of them is adequate to ground an argument for the ethical criticism of narratives. Chapter 6 looks at Carroll's argument for moderate moralism and Berys Gaut's "merited-response" argument for "ethicism," and finds both arguments wanting. Chapter 7 proposes a version of moralism grounded in the notion of a narrative's ethical perspective, and defended on the grounds of narratives' commitments to provide a realistic representation of reality. (shrink)

It has been proposed that the social networking site Facebook is suitable for building communities and strengthening customer relationships, and also many organizations that promote ethical consumption have established online communities there. However, because of the newness of ethical online communities, little is known about the extent to which consumer participation in them produces positive outcomes. The present study aims at exploring such outcomes: first, we identify consumer-perceived benefits from ethical community participation, and second, we explore whether these benefits influence (...) the activity promoted, as well as consumer loyalty toward the ethical Facebook community. The results of an online survey of ethical community participants reveal that informational benefits reinforce consumers’ ethical consumption behavior. Social and entertainment benefits, in turn, have a positive influence on loyalty to the community. The present study further reveals that the consumers’ prior commitment to ethical consumption influences the perceived benefits: the affective commitment to ethical consumption has a positive, and the continuance commitment a negative influence on the benefits. Thus, the more consumers feel they engage in ethical consumption because of an emotional attachment, the higher the perceived benefits from online community participation are. The more consumers perceive that their ethical consumption is driven by lack of choice, the fewer the benefits. Overall, the perceived benefits were at a relatively low level, which is somewhat alarming and highlights the need to manage the communities more efficiently. (shrink)