Thesis advisor: Richard M. Kearney / This dissertation exposes the significance of ‘self-disruption’ in ethical development (the process of understanding how to flourish), especially as incited through conversation. By ‘self-disruption’, I mean the experience of being torn away from self-concern (which is a self-reflective enterprise) by something other. ‘Self-concern’ here refers to one’s attachment to one’s projects and plans—including the future self that one seeks to produce (qua preservation of its current identity). This study engages the history of ethical thinking, but it is not antiquarian. To make my case, I primarily rely on Emmanuel Levinas’s ethical metaphysics and critically interpret and draw from insights within 1) Kant’s account of the moral self, 2) Aristotle’s account of the virtuous soul, and 3) the teleological account of the self that we find in contemporary virtue ethics. My claim is that what is latent in each of these accounts is the pivotal role of having one’s attention arrested by ‘the other’, and that fostering this phenomenon belongs to the work of moral philosophy understood as moral cultivation. This research homes in on key discussions within Anglo-American ethics, particularly those that stem from the reevaluation of the nature and task of moral philosophy in the 20th-century. I am skeptical as to whether the resulting Aristotelian virtue ethics is as radical as its advocates claim, and I challenge its reliance on narrative coherence. I do not seek to deny the narrative dimensions of self-understanding, but I do want to underscore the ethical importance of welcoming their disruption. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Philosophy.

This thesis explores the ethical development of social workers and the role of supervision in that development. It begins with an examination of the social work context for the study, including the early history of social work and the ways in which it was influenced by the major social and cultural movements of the late 20th century, concluding with a discussion of both the threats posed and the possibilities emerging for social work in the 21st century. It then considers the ethical context for the study. It investigates the ethical theories and traditions that have contributed to the development of social work ethics and the role of professional ethics (including codes of ethics). It then proposes that a pluralist approach to social work ethics is the most appropriate way forward. This is followed by an examination of ethical development and the importance of reflection. Various models of ethical decision-making are compared and an inclusive, reflective model is found to be the most appropriate for social work in terms of both particular dilemmas faced and the overall development of workers as ethical decision-makers. The focus of the thesis then moves to supervision, exploring its history, its central place in social work and some of the problems that can arise for both supervisors and the social workers they supervise. It is argued that the reflection required to develop as ethical decision-makers is most logically located within the relationship and processes of supervision and that supervisors have an important role in guiding that reflection and development. The next part of the thesis describes the qualitative and action research strategies employed and examines the results emerging from the data. Participants in the focus groups were social workers who supervise other social workers, and they each met for two sessions, six months apart. Between the two sessions, they were asked to trial in supervision a framework for reflection on practice. The data emerging from the groups reflected the theoretical development begun in the early chapters, including the importance of reflection and the role of supervision in assisting the ethical development of workers, particularly in terms of deconstructing dilemmas and being able to articulate the reasons for decisions made. The thesis concludes that no one ethical theory is sufficient to support the ethical decision-making required for the practice of social work. Rather, a pluralist approach that allows a dilemma to be considered from a number of theoretical perspectives is more appropriate. Alongside this, an inclusive, reflective model of ethical decision-making reflects that pluralist approach and supports the ethical development of the individual worker. Supervision is vital in guiding the reflection required to make justifiable ethical decisions and to develop as ethical decision-makers.

The work is focused on how it is possible to stabilize and develop ethical values in children camps. First the work is focused on a value concept and determinates a Christian ethical value. Further it describes pubescence season characteristics and its specifics, where ethical development, identity and socialization inherently belong to. Then basic mechanisms analyses which are helpful for values education follow. Next part of the work is focused on camp and games dramaturgy. In the end an application of gained knowledge is shown on particular Christian camp preparation which is going to be focused on Christian ethical values development and stabilisation. Example of such camp day by day follows.

The purpose of this study was to discover which southern universities have graduate preparatory programs in community college leadership and how, if at all, ethics is addressed in their curricula and in instruction. Surveys were mailed to 38 southern universities located in the Southern Regional Education Board member states. Of the 21 responses received, there were 16 usable responses from universities in these states. Through an examination of databases of Council for the Study of Community Colleges Graduate Studies and the American Association of Community Colleges Leadership Programs for Community College Professionals databases, 38 senior universities were found to have community college leadership programs. State programs were further confirmed through the survey to personnel listed on program websites for the universities. 15 of 16 southern universities responding to the survey item were found to have community college leadership preparatory programs that provide ethics instruction. Although the results of this survey indicate that the majority of the respondents include ethics in their curricula and in instruction, the manner in which they integrate it is varied and shows a lack of consensus among southern universities. Of the institutions that responded, the majority of respondents indicated that ethics instruction is integrated into specific discipline- or department-based courses. Offering ethics in an elective or general core course requirement was noted as a less common approach, but a viable alternative to the specific discipline- or department-based course method. Additionally, several respondents revealed that ethics instruction is institution-wide. This finding, in particular, is hopeful because it suggests that colleges are going beyond the confines of courses and degree programs and making ethics instruction a university priority. A review of the graduate preparatory programs in community college leadership courses, syllabi, and course descriptions revealed that a number of universities often incorporated instruction in ethics-based courses such as Ethical Decision Making or Ethics in the Workplace and Education. Conversely, the majority of the universities in this study addressed ethics through community college leadership core courses to include, but not limited to, The Community College, The History and Philosophy of the Community College, and Legal Aspects of Higher Education.

The diploma thesis consists of theoretical and practical part. The theoretical part deals with a definition of important concepts such as philosophy for children, historical development of this program, personality of a child, communication and thinking of pre-school children. The practical part is conceived as a controlled dialogue with children in preschool education, with a great emphasis on expressing their emotions and experiencing a given situation.