Morality and a Sense of Self: The Importance of Identity and Categorization for Moral Action

2001 ◽  
Vol 45 (3) ◽  
pp. 491 ◽  
Author(s):  
Kristen Renwick Monroe
Keyword(s):  
2008 ◽  
Vol 1 (1) ◽  
pp. 81-101 ◽  
Author(s):  
Cynthia B. Dillard

The paper focuses on defining and consciously re-membering spirituality as fundamental to the practice and praxis of multicultural research and teaching. In what I describe as the blessings of spirituality, I examine the ways that examining spirituality in international/global contexts can help us to theorize “in the flesh” (Hurtado, 2003), engaging research that seeks to address social justice in its practice and outcomes. Thus, the blessings of spirituality are also the basis for political commitments to informed moral action and principled political praxis in our lives and work as researcher-teachers.


Author(s):  
Emily Van Buskirk

This chapter explains the concept of post-individualist prose as a pointed departure from nineteenth-century Realism. This is a fragmentary, documentary literature that restricts itself to the realm of “fact,” while being free to range outside the conventions of established genres. The post-individualist person's primary dilemma is a crisis in values, and Ginzburg treats writing as an ethical act. The chapter considers how writing serves as an “exit from the self,” a process by which the self becomes another, leaving behind the ego. It then turns to two of Ginzburg's narratives (“Delusion of the Will” and “A Story of Pity and Cruelty”), which concern the dilemmas of moral action in response to the death of a loved one. The traumatized subject uses techniques of “self-distancing” to deal with his or her sense of self and of the past by constructing a complete and responsible self-image, embedded within a social milieu, and then trying to connect it with his or her actions. Ginzburg's techniques of “self-distancing” are examined side-by-side with Shklovsky's concept of ostranenie (“estrangement”) and Bakhtin's vnenakhodimost' (“outsideness”).


2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.


1995 ◽  
Vol 40 (12) ◽  
pp. 1167-1168
Author(s):  
Debora L. Liddell
Keyword(s):  

2014 ◽  
Author(s):  
Alison A. Fedio ◽  
James Sexton ◽  
Larisa Lasko ◽  
Simona Efanov ◽  
Stephanie Golden ◽  
...  

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