In this work I investigate the role of emotion in the moral philosophies of Immanuel Kant and T.H. Green. Noting Kant's reputation as a rationalist holding a predominately negative view toward emotions, I studied the works of Kant with this two-fold question in mind: Why did Kant allegedly find emotions as hindrances to moral actions, and what exactly would such a view entail if it were indeed his perspective? Based on Kant's writings regarding duties to others in Doctrine of Virtues, I show that in his discussion on sympathetic actions there appears to be a reliance on emotions in the construction of a moral response to another's fate. I place Kant's theory in juxtaposition with T.H. Green's moral philosophy because Green, a lesser-known British Idealist, is commonly presented as a theorist within the Kantian tradition. However, working exclusively with Green's major work, Prolegomena to Ethics, there are notable differences between Kant and Green. Green does not hold a negative view of emotions as Kant did, and more fundamentally, the distinction between Kant and Green stems from their differing perspectives of human nature. Whereas Kant presented human nature as comprised of two coexisting, and conflicting, natures - the animal nature and the moral nature - Green dissolved this dualism by making reason that which unifies the human being's animal nature and moral nature. Hence, it is my purpose to study Green's moral philosophy against the backdrop of Kant's moral theory, with particular focus on the role of emotions and sympathy in human behavior. In this comparative analysis, I show how Green's theory, although heavily indebted to Kant, works to correct some problematic issues that arise from Kant's denigration of emotions inherent in his dualism. Furthermore, in this discussion that begins as an examination of two views on the relationship between emotions and morality, one is pressed to entertain a deeper question concerning how these thinkers arrived at their views of human nature. This progression is indeed appropriate, at least when considering Kant and Green, because their regard for emotions is directly dependent upon their views of human nature as distinct from animal nature. In the end, it is suggested that Green's theory not only serves to correct Kant's work, but by rectifying Kant's problematic dualistic view of human nature, Green created a philosophy all his own that may more accurately represent the true nature of humankind.

Over the course of theatre's history, villains had stereotypical traits: revenge, greed, and power. Contemporary villains, though, evoke more empathy and sympathy from audiences than classic villains. In an effort to understand the roots of villainous behavior in contemporary characters, this thesis surveys a few notable classic villains to help compare the classic to the contemporary. While holding on to qualities of the classic stereotypes, contemporary playwrights create frequent moments of sympathy and empathy for villains who appeal to audiences' desires to connect, justify, and understand the reasons for their villainies. This thesis investigates despicable yet empathetic villains in three plays: Tony Kushner's Angels in America, Martin McDonagh's The Beauty Queen of Leenane, and Stephen Sondheim and John Weidman's Assassins. An analysis of the playwrights' manipulation of characters and traits, as well as audience expectations, provides a theory on the new villain type and the lessons that can be learned.

Thesis (Ph. D.)--University of North Texas, Dec., 2009. / Title from title page display. Includes bibliographical references.

Thesis (M.A.B.S.)--International Christian Graduate University School of Theology, 1985. / Bibliography: leaves 73-75.

Contribution The main contribution offered by my research is an increased understanding of medical students’ perceptions of empathy and the factors that influence this. By using an innovative method in medical education research, the study contributes to research methodology. Background Empathy is accepted as a fundamental part of the patient-doctor relationship and essential for effective clinical care. Current societal opinions are that some healthcare professionals lack empathy and that medical students become less empathetic during their training, although the reasons for this are not understood. If this perceived decline is to be addressed, medical educators need to understand students’ perspectives of the factors that influence their empathy. Aims of the research The study sought to gain a deeper understanding of the development of medical students’ empathy and the factors influencing this during their undergraduate training. It is hoped that this understanding may lead to improvements in medical education and patient care. Methods Ethical approval for the study was granted by the University. A phenomenological approach was adopted, which involved listening to the students’ views and experiences of their course. Serial, semi-structured, indepth, interviews were conducted with sixteen medical students. Each year the student completed an hour-long interview over three years. One group of eight students were followed during the preclinical years of the course (years 1-3) and the other group, during the clinical years (years 4-6). The interviews were audio-recorded, transcribed, coded using qualitative data analysis software (N Vivo), and analysed using an interpretative phenomenological approach. Findings The students in the preclinical years described empathy as a personal attribute, emphasising its emotional dimension. In the clinical years, students viewed empathy differently: as a complex relational process with the patient, which varied in depth and quality according to the clinical context. They described the tensions between connecting with and detachment from a patient. Students indicated influences which enhanced their empathy, including patient contact and positive role models. They also identified barriers to empathy, including: the medical school culture, a biomedical bias in the curriculum, a lack of patient contact, negative role models and teaching of professionalism as distancing from patients. The preclinical group of students reported gaining in self-confidence during their course. The clinical group described how their empathy with patients had increased but they detected a conflict between empathy and efficiency. Conclusions The use of an innovative longitudinal, phenomenological approach in medical education research generated new understanding of a complex interpersonal view of empathy and highlighted aspects of a ‘hidden curriculum’. The students maintained that their contact with patients was the most useful way of developing empathy. They expressed a desire to connect emotionally with patients but were uncertain how to balance this connection with professional detachment. They described a marked biomedical emphasis in their course and perceived that teaching on professionalism encouraged a distancing from patients. In contrast to the widely-reported opinion that there has been a decline in medical students’ empathy, this study suggested that students perceived that their empathy increased during their training. However, some students had learned distancing behaviours to hide their empathetic feelings. In the light of this research, it is hoped that medical educators will develop ways of supporting students to deal appropriately with their own emotions and those of patients.

abstract: The purpose of this study was to examine whether maternal personality (i.e., Agreeableness and Conscientiousness) predicted maternal positive parenting (i.e., warmth/sensitivity and structure), and whether maternal parenting predicted children's regulation and sympathy and/or prosocial behavior. Additionally, the mediated effect of maternal warmth/sensitivity on the relation between maternal Agreeableness and children's regulation and the mediated effect of maternal structure on the relation between maternal Agreeableness and children's observed sympathy/prosocial behavior were investigated. Maternal personality was measured when children (N = 256 at Time 1) were 18 months old; maternal parenting was assessed when children were 18, 30, and 42 months old; children's regulation and sympathy/prosocial behavior (observed and reported) were assessed when children were 30, 42, and 54 months old. Mothers reported on their personality; maternal warmth/sensitivity was observed; maternal structure was observed and mothers also reported on their use of reasoning; mothers and caregivers rated children's regulation (i.e., effortful control [EC]) and regulation was also observed; mothers and fathers rated children's prosocial behavior; sympathy and prosocial behavior were also observed. In a path analysis, Conscientiousness did not significantly predict maternal warmth/sensitivity or structure at 30 months, whereas Agreeableness marginally predicted maternal warmth/sensitivity at 30 months and significantly predicted maternal structure at 30 months. Maternal warmth/sensitivity at 18 months significantly predicted 30-month EC, and 30-month maternal warmth/sensitivity significantly predicted 42-month EC. Maternal structure at 30 months significantly predicted 42-month observed sympathy/prosocial behavior. Maternal warmth/sensitivity at 42 months significantly predicted 54-month observed sympathy/prosocial behavior and marginally predicted 54-month reported prosocial behavior. Maternal structure and EC did not significantly predict reported prosocial behavior across any time point. EC did not significantly predict observed sympathy/prosocial behavior across any time point and maternal warmth/sensitivity at 18 and 30 months did not predict observed or reported sympathy/prosocial behavior at 30 or 42 months, respectively. Maternal Agreeableness directly predicted 30-month reported prosocial behavior and additional paths suggested possible bidirectional relations between maternal warmth/sensitivity and structure. Mediation analyses were pursued for two indirect relations; however, neither mediated effect was significant. Additional results are presented, and findings (as well as lack thereof) are discussed in terms of extant literature. / Dissertation/Thesis / Doctoral Dissertation Psychology 2015

Na Teoria dos Sentimentos Morais, Adam Smith estabelece um esquema pluralista para explicar a aprovação moral, com quatro tipos de juízos morais: 1) em relação ao motivo da ação, o juízo que determina a conveniência ou inconveniência (propriety ou impropriety); 2) em relação aos efeitos imediatos da ação, o juízo determina seu mérito ou demérito; 3) ao analisar o acordo entre o ato e determinada regra geral de conduta, o juízo determina se o indivíduo agiu de acordo com seu dever; e 4) em relação aos efeitos não imediatos do ato, isto é, à maneira como esse ato se insere no funcionamento global da sociedade (juízo que Smith analisa sob o nome de aparência de utilidade). Esses quatro tipos de juízos se fundam na imaginação e formam a totalidade do princípio de aprovação que estrutura a parte especulativa de sua teoria moral. / In The Theory of Moral Sentiments, Adam Smith establishes a pluralist scheme to explain moral approbation, with four kinds of moral judgments: 1) regarding the motives of the agent, the judgment determines its propriety or impropriety; 2) regarding the immediate effects of the action, the judgement determines its merit or demerit; 3) analyzing if this act is a particular case of a general rule, the judgement determines if the agent has acted according to his duty; and 4) regarding the remote effects of the action, that is, the way this action is a part of the global operations of society (a judgement that Smith calls the appearance of utility). These four kinds of moral judgments are grounded in imagination and form the totality of the principle of approbation that structure the speculative part of his moral philosophy.

Dans La théorie des sentiments moraux, Adam Smith établit un schéma pluraliste, avec quatre types de jugements moraux, pour expliquer l'approbation morale : 1) par rapport au motif de l'action, le jugement en détermine la convenance ou l'inconvenance (propriety ou impropriety) ; 2) par rapport aux effets immédiats de l'action, le jugement détermine le mérite ou le démérite ; 3) analysant l'accord entre l'acte et ses règles générales de conduite, le jugement détermine si l'agent a agi conformément à son devoir ; et 4) par rapport aux effets révolus de l'acte, c'est-à-dire, à la manière selon laquelle cet acte s'insère dans le fonctionnement global de la société (ce dernier type de jugement moral est analysé sous le nom d'apparence d'utilité). Ces quatre types de jugements moraux se fondent dans l'imagination et forment la totalité du principe de l'approbation qui structure la partie spéculative de sa théorie morale. / In The Theory of Moral Sentiments, Adam Smith establishes a pluralist scheme to explain moral approbation, with four kinds of moral judgments: 1) regarding the motives of the agent, the judgment determines its propriety or impropriety; 2) regarding the immediate effects of the action, the judgement determines its merit or demerit; 3) analyzing if this act is a particular case of a general rule, the judgement determines if the agent has acted according to his duty; and 4) regarding the remote effects of the action, that is, the way this action is a part of the global operations of society (a judgement that Smith calls the appearance of utility). These four kinds of moral judgments are grounded in imagination and form the totality of the principle of approbation that structure the speculative part of his moral philosophy.

Dans quelle mesure les fondements et les concepts essentiels du personnalisme français (1930-1950) permettent-ils d’envisager la compassion comme une voie de connaissance de la personne ? Tel est le problème auquel ce travail se confronte. La première partie analyse l’expérience de la compassion, à travers plusieurs de ses figures et de ses formes. Après avoir exposé les axes fondateurs du personnalisme français, la partie II montre que la compassion fait difficulté pour ce courant de pensée car elle met au jour ses tensions internes. La partie III confirme et nuance ce diagnostic à l’aide de l’étude de la place de la compassion dans l’œuvre de M. Nédoncelle et dans celle d’E. Mounier. La partie IV s’appuie sur la pensée de S. Weil pour proposer un renouvellement de ce personnalisme afin de remédier à cette minoration de la compassion. Enfin, dans la perspective d’un tel renouvellement, la dernière partie interroge le rapport du personnalisme et du christianisme. / To what extent do the foundations and essential concepts of French personalism (1930-1950) make it possible to consider compassion as a way to know the person ? Here is the problem this work faces. The first part analyses the experience of compassion through several figures and forms. After explaining the fundamental axes of French personalism, the second part shows that compassion is problematic to this current of thought because it brings to light personalism inner tensions. The third part confirms and tempers this diagnostic studying the role of compassion in M. Nédoncelle’s and E. Mounier’s works. The fourth part builds on S. Weil’s thought to offer a renewal of this personalism so as to remedy this underestimation of compassion. Finally, in the perspective of such a renewal, the last part questions the relation between personalism and Christianism.

This thesis project investigates the relationship between education, sympathy, and marriage by analyzing the courtship process in three early nineteenth-century novels alongside three female educational texts. The role education plays in Austen’s Emma, Brontë’s Jane Eyre, and Gaskell’s North and South, particularly in terms of female characters’ marriage prospects, shows how writers at this time conceived of intellectual equality and opportunities for women, and how the terms in which they did so actively engaged with conduct book discourse. This project expands on Nancy Armstrong’s foundational study of eighteenth- and nineteenth-century British fiction, Desire and Domestic Fiction, to show the continued interplay between novels and conduct literature through the mid-nineteenth century, a relationship she sees as defunct after the eighteenth century, as well as the vital role that the sympathetic exchange plays in completing a woman’s education. The thesis demonstrates how this fiction transformed possibilities for female characters’ social interactions, equality, and intellectual fulfilment by reimagining the terms of their domestic and romantic relationships in a dynamic engagement with the language and precepts of key conduct texts from the late eighteenth and early nineteenth centuries.