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Empathy is sometimes –for unfathomable reasons– a surprisingly evasive emotion. It is indeed a problem open to discussion. It can be particularly problematic since, for one thing, it is in appearance the emotion responsible for stitching together a shared experience with our common fellow. It is the emotion essential to bridging the gap between subjects – to making a community. Some answers in this volume have their place of reference in the welcoming chambers of Mansfield College, at the University of Oxford (UK). The Empathy Project held its third Global Meeting within the premises of ye olde constituent college at Mansfield Road from Thursday 14th to Saturday 16th of July 2016. This volume looks for the common ground between both the results of the conducted research and our experiences: Digital Media ideas on the subject worked just fine elbow to elbow with those proposed by fields like Nursing or Health and Social Care; and Psychiatry, Psychology and Philosophy got along quite well with the lines of inquiry of Education, Literature and Dramatic Performance. Contributors are Victoria Aizkalna, Rosa Elena Belvedresi, Giovanna Costantini, Ricardo Gutiérrez Aguilar, Irina Ionita, Nina Lex, Gerardo López Sastre, Barış Mete, Paulus Pimomo, Johannes Rohbeck, Judy Rollins, Josefa Ros Velasco and Christopher J. Staley.
The History and Bioethics of Medical Education: "You’ve Got to Be Carefully Taught" continues the Routledge Advances in the History of Bioethics series by exploring approaches to the teaching of bioethics from disparate disciplines, geographies, and contexts. Van Rensselaer Potter coined the phrase "Global Bioethics" to define human relationships with their contexts. This and subsequent volumes return to Potter’s founding vision from historical perspectives and asks, how did we get here from then? The patient-practitioner relationship has come to the fore in bioethics; this volume asks: is there an ideal bioethical curriculum? Are the students being carefully taught and, in turn, are they carefully learning? This volume will appeal to those working in both clinical medicine and the medical humanities, as vibrant connections are drawn between various ways of knowing.
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Literature and Character Education in Universities presents the potential of literary and philosophical texts for character education in modern universities. The book engages with theoretical and practical aspects of character development in higher education, combining conceptual discussion of the role of literature in character education with applied case studies from university classrooms. Character education within the academic context of the university presents unique challenges and opportunities. Literature and Character Education in Universities presents perspectives from academics in Europe, the USA and Asia, offering unique insights into the ways that engaged reading and discussion of core texts can promote the development of intellectual and moral virtues. Chapters draw on a wide range of texts from Confucius’ Analects to J. D. Salinger’s The Catcher in the Rye, focusing on themes such as truthfulness, self-knowledge, prudence, tolerance, friendship, and humility. Literature and Character Education in Universities will be of real use to researchers, academics and postgraduates in the fields of higher education, philosophy, and literature. It should be essential reading for university educators interested in character development and advocates of literary education in modern universities.
Does empathy help us to be moral? The author argues that empathy is often instrumental to meeting the demands of morality as defined by various ethical theories. This multi-faceted work links psychological research on empathy with ethical theory and contemporary trends in moral education.
This open access book is a result of an extensive, ambitious and wide-ranging pan-European project focusing on the development of children and young people’s cultural literacy and what it means to be European in the 21st century prioritising intercultural dialogue and mutual understanding. The Horizon 2020 funded, 3-year DIalogue and Argumentation for cultural Literacy Learning (DIALLS) project included ten partners from countries in and around Europe with the aim to centralise co-constructive dialogue as a main cultural literacy value and to promote tolerance, empathy and inclusion. This is achieved through teaching children in schools from a young age to engage together in discussions where they may have differing viewpoints or perspectives, to enable a growing awareness of their own cultural identities, and those of others. Central to the project is children’s engagement with wordless picture books and films, which are used as stimuli for discussions around core cultural themes such as social responsibility, living together and sustainable development. In order to enable intercultural dialogue in action, the project developed an online platform as a tool for engagement across classes, and which this book elaborates on. The book explores themes underpinning this unique interdisciplinary project, drawing together scholars from cultural studies, civics education and linguistics, psychologists, socio-cultural literacy researchers, teacher educators and digital learning experts. Each chapter of the book explores a theme that is common to the project, and celebrates its interdisciplinarity by exploring these themes through different lenses.
Behind the Story: Ethical Readings of Qurʾānic Narratives is a pivotal work that presents groundbreaking research on the Qurʾānic narrative as a literary genre with profound moral significance. It underscores the genre's integral role in shaping Islamic moral thought, as manifested in areas like Islamic law, theology, Sufism, politics, and art. The book offers insightful interpretations of various Qurʾānic narratives, delving into their ethical dimensions and challenges. It also examines their historical reception and influence across both Muslim and non-Muslim scholarship, covering diverse disciplines such as mysticism, art, and applied ethics. This volume stands as an invaluable resource for scholars and students seeking a deeper understanding of the Qurʾānic narrative and its multifarious interpretations in the context of Islamic Studies and beyond. Contributors Taira Amin, Halla Attallah, Bilal Badat, Fatih Ermiş, Mohammad Fadel, Hannelies Koloska, Samer Rashwani, Emmanuelle Stefanidis, and Devin Stewart. ما وراء الحكاية: دراسات أخلاقية في القصة القرآنية، يعالج هذا الكتاب القَصص القرآني من حيث هو نوعٌ أدبي ذو مضمون أخلاقي في المقام الأول، الأمر الذي لم يَحظَ بالنظر العلمي والمنهجي من قبل؛ على الرغم من تأثيره العميق في حقول الفقه والكلام والتصوف والسياسة والأخلاق والفن، وغيرها. يقدم القسم الأول قراءات تأويلية تسعى للكشف عن المفاهيم والمبادئ والأسئلة الأخلاقية التي يثيرها القصص القرآني، بينما يكشف القسم الثاني عن تاريخ تلقيها وتأثيرها في فنون عديدة تشمل التصوف والأدب والعمارة والأخلاق التطبيقية. هذا الكتاب لبنة جديدة في منهج دراسة القصص القرآني، ويطمح إلى أن يكون مرجعاً لا غنى عنه للباحثين والطلاب المشتغلين في حقول الدراسات القرآنية، والأخلاق النظرية والتطبيقية، والتصوف، والفنون، والدراسات الإسلامية عمومًا. المساهمون فاتح إرمش، وطاهرة أمين، وبلال بادات، وسامر رشواني، وإيمانويلا ستيفانيديس، وديفين ستيوارت، وهالة عطاء الله، ومحمد فاضل، وهانيليس كولوسكا.
This seminal book develops a new perspective on the debate concerning the Europeanisation of private law. The theory is both realistic, building on existing experience, and normative as it focuses on the future. It outlines 'good' Europeanisation in which legal sources can be used across borders; hence the free movement of legal ideas. At its core, is the analysis of the legal consequences of growing societal uncertainty and increasing use of micro-politics, leading to a situation where the law develops through small narratives rather than according to a coherent master plan. The inevitable rule of law concerns around such a development, have to be addressed by transparent legal reasoning. The author masterfully illustrates how this can be achieved in decision-making across Europe, drawing on arguments which are both substantive and authoritative in nature. He shows how all legal actors, including decision-makers and scholars, are morally responsible for the choices made. This is a fascinating intervention in the field of European private law by one of its leading authorities.
Seeking to bridge the gap between various approaches to the study of emotions, this volume aims at a multidisciplinary examination of connections between emotions and history and the ways in which these connections have manifested themselves in historiography, cultural, and literary studies. The book offers a selected range of insights into the idea of emotions, affects, and emotionality as driving forces and agents of change in history. The fifteen essays it comprises probe into the emotional motives and dispositions behind both historical phenomena and the ways they were narrated.
This text explores the use of commissioned artwork in hospitals through the dual lens of an artist and healthcare professional, identifying 15 distinct 'purposes' of art in hospitals and arguing for the need for greater variety in art offerings that serve the diverse needs of patients, families, visitors and hospital staff.