Educational Ethics in Academic Environment: Medical Students' Perspectives

Background and Objective: Educational ethics imply values such as honesty, reliance on one's own personal effort, not to abuse the efforts of others, and respect the dignity and respect for others. Students are faced with different situations in which they show various moral and immoral behaviors. This study aimed to explore medical students' viewpoints and experiences at Golestan University of Medical Sciences about ethics in academic environment in 2013. Materials and Methods: In this qualitative study a purposive sampling was used with maximum variation and 12 medical students participated in the research. Data was gathered using semi-structured interviews. At least an open question "When I say ethics in education or educational environment, what comes to your mind" was repeated in all the interviews. The interviews recorded and transcribed line by line and then analyzed according to "conventional content analysis" method. Results: "Respecting teacher dignity", "preserving dignity of classroom", "respecting and maintaining dignity for classmates", "seeking for knowledge and sciences” emerged as the main themes of the current study. Conclusion: University students considered learning environment as a sacred place; conforming its expected rules and ethics would be mandatory. Abnormal behavior causes not only loss of students dignity but also could be harmful to the calmness of educational atmosphere and may evoke different unpleasant pessimistic ideas about such academic environment

Enforcing Courtesy: Default Judgments and the Civility Movement

We have much less of a sense of shared values than we used to have. There was a common understanding of how you acted. You zealously represented your client, but you had respect for the other side and treated them with dignity. Afterward, you\u27d all go out for a drink. Can we ever again achieve this level of professionalism? I hope so

Democracy and rule of law: the Hungarian goulash

The article discusses the Tavares Report on the new constitutional changes in Hungary, the implications of the new Constitution on Hungary's obligation under the Treaty, on European Union, especially its continuing commitment to the Union founding values of the rule of law and democracy and its obligation to “…respect human dignity, democracy, equality, the rule of law…“, drawing on historical examples. Concluding with the view that should Hungary fail to take steps to correct its apparent trend away from the EU founding values it is at serious risk of placing itself in in breach of its European Union treaty obligations, international legalities, and possibly even breach European human rights law

Public confidence in policing: a neo-Durkheimian perspective

Public confidence in policing has received much attention in recent years, but few studies outside of the United States have examined the sociological and social–psychological processes that underpin trust and support. This study, conducted in a rural English location, finds that trust and confidence in the police are shaped not by sentiments about risk and crime, but by evaluations of the values and morals that underpin community life. Furthermore, to garner public confidence, the police must be seen first to typify group morals and values and second to treat the public with dignity and fairness. All these findings are consistent with the perspective that people are Durkheimian in their attitudes towards crime, policing and punishment—a perspective developed here in this paper

[Review of] Nicholas Colangelo, Dick Dustin, and Cecelia H. Foxley, eds. Multicultural Nonsexist Education: A Human Relations Approach

Despite earlier efforts to reduce prejudice and eliminate discrimination, the decade of the 1980s continues to be marked by ongoing assaults on human dignity. Enforcement of earlier hard-earned civil rights laws are declining, oppression of various groups and individuals in our society continues, and attitudes of prejudice and examples of discrimination are reported in the media on a regular basis. Adults are often unable or unwilling to confront their own values, beliefs, and behaviors concerning human oppression. As a result, young people are often presented with inaccurate, incomplete, or inadequate information concerning forces which help to shape our institutions and culture

Piloting VAKE (Values and Knowledge Education) in the Education for Practice of Nurses.

Imagine the following situation: You are a nurse for elderly people, going to the homes of your patients. A female patient tells you on our first visit after hospital discharge following a hip fracture surgery that she does not want to be at home, because she is not well enough to be alone and she needs therapy with oxygen in permanent basis until she recovers from a respiratory temporary infection situa¬tion. This kind of situations is the starting point for an educational sequence that ad-dresses both values (here: life, human dignity, respect, loneliness) and knowledge (different medical treatments, legal rules, etc.). The example shows how intensely interrelated the values and the facts are. Based on this example we introduce the constructivist didactical tool VaKE (Values and Knowledge Education) that permits to combine both issues, and present a pilot study using this method in the education of nurses.Tempus/LLAF; VAKEinfo:eu-repo/semantics/publishedVersio

Was ist der zureichende Grund für die unverlierbare Würde des Menschen?

Abstract. ‘What is the sufficient reason for the inalienable dignity of man?’ If man has an inalienable dignity, there has to be an ontologically sufficient reason for the inalienable dignity of man. We find this ontologically sufficient reason for the inalienable dignity of man in the ontological being and essence of man, according to our thesis. We argue that the human being is a ‘person in a body’. To be a person is an objective inestimable value, it is the objective value par excellence. We are persons from the beginning (conception), because it is not possible to become ‘someone’. We argue that the intrinsic preciousness of being a person is the ontologically sufficient reason for the inalienable dignity of man. We do not want to separate values from beings; the inalienable dignity of the human person is the heart of his being and essence. Therefore we should speak more often of man, insofar as he is inestimably precious.\ud \ud \u

Does Contract Law Need Morality?

In The Dignity of Commerce, Nathan Oman sets out an ambitious market theory of contract, which he argues is a superior normative foundation for contract law than either the moralist or economic justifications that currently dominate contract theory. In doing so, he sets out a robust defense of commerce and the market-place as contributing to human flourishing that is a refreshing and welcome contribution in an era of market alarmism. But the mar-ket theory ultimately falls short as either a normative or prescriptive theory of contract. The extent to which law, public policy, and the-ory should account for values other than economic efficiency is a longstanding debate. Whatever the merits of that debate, we conclude that contract law does not need morality as envisioned by Oman—a fluid, subjective, and seemingly instinctual approach to the morality of markets

The Grammar of Catholic Schooling and Radically Catholic Schools

A grammar of Catholic schooling inhibits many elementary and secondary Catholic schools from reflecting on how they practice Catholic Social Teaching (CST). The values of human dignity, the common good, and a preferential option for the marginalized are central to CST. Schools can live these values by serving children who live in poverty, are racial, ethnic, and linguistic minorities, or have disabilities. This article demonstrates how a grammar of Catholic schooling has allowed Catholic schools to fall into recruitment and retention patterns antithetical to CST. Drawing upon a multicase, qualitative study of three urban Catholic elementary schools serving marginalized students, the article illustrates how select Catholic schools are breaking the grammar of Catholic schooling by practicing CST. Implications for research and practice are discussed

Does Contract Law Need Morality?

In The Dignity of Commerce, Nathan Oman sets out an ambitious market theory of contract, which he argues is a superior normative foundation for contract law than either the moralist or economic justifications that currently dominate contract theory. In doing so, he sets out a robust defense of commerce and the market-place as contributing to human flourishing that is a refreshing and welcome contribution in an era of market alarmism. But the mar-ket theory ultimately falls short as either a normative or prescriptive theory of contract. The extent to which law, public policy, and the-ory should account for values other than economic efficiency is a longstanding debate. Whatever the merits of that debate, we conclude that contract law does not need morality as envisioned by Oman—a fluid, subjective, and seemingly instinctual approach to the morality of markets