Is human dignity as critics deride it: a useless concept that is as devoid of philosophical substance as a slogan on a bumper sticker? Or are philosophico-methodological expectations to blame for its critical demise? The latter possibility—left unexplored until now—raises three related questions. First, is dignity too vague (or metaphorical) to be meaningful? Chapter I provides voluminous evidence to the contrary. Second, is dignity the basis of moral equality? Chapter II examines the unexpected complications of operating on that noble-seeming assumption. Third, is the very idea of human dignity symptomatic of species snobbery? Possibly, but it’s been said that dignitarians—worse than being species snobs—are full-blown human supremacists. Chapter 3 probes that polemical charge and finds it wanting. / Dissertation / Doctor of Philosophy (PhD) / How did the hallmark of humanity’s highest qualities sink to the lows of a (supposedly) empty slogan? Is it because the concept of dignity is so muddled as to be meaningless? Or has it been disparaged as incurably vague for methodological reasons that, though woefully under-researched, might better explain its embattled status? This dissertation addresses—and remedies—the lack of philosophical interest in the latter possibility.

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B. F. Skinner (1971) conceptualized freedom and dignity as by-products of the aversive consequences of a programmed contingency. The basic operant labs have operationalized freedom and dignity in terms of access to choice, and escape from aversive consequences. Yet, little experimentation has been conducted to demonstrate this conceptual understanding in more complex organisms. The current study used an A-B-A-B design to evaluate the effects of two types of programmed contingencies, and the relationship between those contingencies and the perception of freedom and dignity. 20 college students played two versions of Tetris, one version on a Gameboy console and one version on a laptop, each with different contingencies associated with space and time. After engagement in either version, participants recorded their individual perception of freedom and dignity associated with the condition. While participants were engaging in either the Gameboy or laptop, researchers recorded total frequency of verbal and physical responses. Results suggest a relationship between programmed contingencies which lead to aversive consequences and the perception of freedom and dignity. Implications are discussed.

The concept of human dignity is an essential and inextricable element of equality rights. In Law v. Canada the Supreme Court united around the concept of dignity to determine section 15(1) cases. This test was abandoned in R v. Kapp, deciding that dignity was too abstract and subjective. This paper argues that the problems with the Law test did not come from the concept of dignity itself, but rather from the reasonable claimant test which focused on subjective feelings and legislative intentions. This paper presents an alternative conception of human dignity, which proposes that substantive equality should be a matter of equal concern based on two principles of human dignity: the principle of equal intrinsic value and the principle of personal responsibility. The analysis must be truly contextual, focused on the objective consequences of discrimination and the circumstances that create and foster inequality.

The concept of human dignity is an essential and inextricable element of equality rights. In Law v. Canada the Supreme Court united around the concept of dignity to determine section 15(1) cases. This test was abandoned in R v. Kapp, deciding that dignity was too abstract and subjective. This paper argues that the problems with the Law test did not come from the concept of dignity itself, but rather from the reasonable claimant test which focused on subjective feelings and legislative intentions. This paper presents an alternative conception of human dignity, which proposes that substantive equality should be a matter of equal concern based on two principles of human dignity: the principle of equal intrinsic value and the principle of personal responsibility. The analysis must be truly contextual, focused on the objective consequences of discrimination and the circumstances that create and foster inequality.

While it is clear that section 15 of the Charter of Rights and Freedoms should be read as prohibiting only of those violations of equality that amount to discrimination, it remains unclear how to determine what it means for a state to treat its citizens as equals, and more specifically, what constitutes discrimination. Thus, the idea of human dignity in section 15 the Charter has been, in many ways, groundbreaking in its recognition of the far-reaching impact of unequal treatment. There remains, however much scholarly dissension surrounding the concept’s meaning and use within section 15 equality jurisprudence. As a result, many have argued that the concept suffers from ambiguity and indeterminacy, thus creating an additional burden on equality claimants. This work advances the thesis that the concept of human dignity, understood in the objective sense as autonomy and self-determination, explains the nature and scope of the government’s obligation to show equal concern and respect, and offers us valuable guidance as to why certain types of unequal treatment are unfair and illegitimate. The concept can, I believe, help to delineate how equality is to be conceived, specified and realised under section 15 of the Charter. To make my case, I reject and show as flawed the Supreme Court of Canada’s interpretation and use of dignity in section 15(1) jurisprudence. Finally, in an attempt to demonstrate that the concept of dignity is relevant and necessary to an analysis of discrimination, I show that such a concept is in fact grounded in Sophia Moreau’s own illuminating account of the wrongs of unequal treatment. / Thesis (Master, Philosophy) -- Queen's University, 2012-10-02 11:09:56.411

Thesis (doctoral)--Université Bourdeaux III, 2001. / Includes bibliographical references (p. 439-456) and index.

Thesis (doctoral)--Université Bourdeaux III, 2001. / Includes bibliographical references (p. 439-456) and index.

Thesis (doctoral)--Université de Paris XII-Val de Marne, 1998.

The objective of this study was to investigate educators’ understanding of the right to human dignity within a school context. A sample of principals, deputy principals, senior teachers, HODs and educators from four different schools in one Education District in Mpumalanga Province, South Africa participated in this study. The study was motivated by the increasing number of cases that have been reported on the infringement of the learners’ right to human dignity which includes rape, sexual abuse, harassment, bullying and assault of learners in South African schools. A qualitative case study was conducted using interviews and document analysis to gather data. The conceptual framework was based on the interpretation and implementation of the right to human dignity. The study provided insight into what educators think of the the concept of human dignity and what they do or fail do regarding the promotion and protection of the right. Most participants perceived the right to human dignity as a basic right and related it to integrity and respect. However, there were also misconceptions about the concept. Some educators lacked an understanding of the right to dignity which had negative consequences on their classroom practice. This gave rise to infringements and violations of the right to human dignity of the learners as reported in this study. Name-calling, ridiculing and degrading of learners and character assassination were common experiences. The findings of this study also revealed a lack of clear guideline for educators to use in the promotion and protection of the right to human dignity. The findings indicate the necessity to conduct more school-based research on human rights that will open dialogue on how to integrate rights in teaching and learning activities. Educators do not seem to know how to interact with the learners in positive and constructive ways in their schools within the confines of the Constitution. This study supports the findings of Serame and others which call for a culture of humanity and accountability in South African schools. / Dissertation (MEd)--University of Pretoria, 2017. / Education Management and Policy Studies / MEd / Unrestricted