This essay presents a Wittgensteinian analysis of the rationales, beliefs, and contributing factors that supported the denial of neonatal pain until the late 80's. It provides an historical review of the denial of neonatal pain and describes the main events leading to its recognition. It explores the link between enduring erroneous conceptions and scientific assumptions about the nature of pain, and the denial of neonatal pain. Wittgenstein's work on the origin of pain-language in the natural tendency of human beings to exhibit pain-behaviour and to react to the pain manifestation of others by engaging in meaningful activities provides the background for this investigation of neonatal pain. The lack of training in pain assessment techniques and the unique pain manifestation of sick and premature infants is considered. The impact of Neonatology's driving concepts and the overreaching scientifical approach of medicine is also discussed. Finally, it is recognized that individual, scientific, and sociopolitical forces have influenced neonatal pain research and clinical practice. The essay concludes with a reflection on the consequence of privileging the biological function over the experiential dimension of life for sick infants presently in the N.I.C.U but also for the quality of their long-lasting memories.

Using a Wittgensteinian approach to understanding, this thesis extends and challenges recent feminist discussions of the ethic of care as a gender-sensitive corrective to traditional moral theory. It elaborates a more complex understanding of the diversity and ambiguity of the ethical possibilities of caring than has been presented in earlier analyses. A brief introduction to the contemporary debate is followed by accounts of six different examples of caring practices, viz: caring attention, taking care of oneself, mothering, friendship, nursing and citizenship. The aim of this survey is to show that caring constitutes an intricate labyrinth of ethical possibilities, the understanding of which involves approaching it from numerous directions. Through concern for the similarities and differences between these examples, their insights and their oversights, the thesis displays the limitations of theories which presume a unified, non-contexted ethic of care. At the same time the detailed descriptions of caring practices affirm the ethical significance of a range of activities that are frequently overlooked in conventional accounts of ethics.

Nathanael West is typically considered to be a “major minor” American writer of the late modernist period. Best known today for Miss Lonelyhearts (1933) and The Day of the Locust (1939), West wrote four dark novellas that excoriated mainstream American culture of the 1930s. Earlier critics viewed his writing mainly as an existentialist exploration of universal human suffering; more recently, critics have claimed West as an avant-garde devoted to the criticism of Depression-era capitalism and consumer society. This thesis represents something of a return to the earlier, humanist study of West’s fiction, which he himself regarded primarily as moral satire. What differentiates this project from earlier studies, however, is its style of criticism. Since the 1980s, a new revitalized and reoriented ethical criticism has emerged, as evidenced by the proliferation of scholarly works and journal special issues on the topic of literature and ethics, the growing number of readers like Todd Davis and Kenneth Womack’s Mapping the Ethical Turn (2001), and the general trend toward linking moral philosophy and literary criticism, as carried out by Martha Nussbaum and Richard Rorty, among others. The new ethical criticism tends to be descriptive, rather than prescriptive. Using approaches inspired by the scholarship of this late-twentieth century wave of ethical critics, including Wayne Booth and Daniel Schwarz, this dissertation provides a new critical illumination of West the implied author’s unique system of ethics, as dramatized through his narrative explorations of particular lives. It attempts to answer the question that has puzzled Americanist scholars contemplating his works since their initial publication: how can a fictional world so sordid and savage still evoke feelings of compassion and humanity in so many readers? The answer, I will argue, lies in the very ferocity of the author’s depictions of universal human suffering, which ultimately inspire empathy and solidarity despite West’s very real misanthropy.

Rules of engagement, ethics of war, and codes of chivalry are all phrases which remind one of human attempts to rein in and regulate what is perhaps the most anarchic and illogical of all human activities: organized war. The role of the great religions of the world both in propagating war through crusades and jihads as well as their attempts at transcending its savagery through images of miles Christianus or the pious ghazi has also been much discussed. The aim of this thesis is to study the ethics of war in the context of Islamic societies in the Early Middle Ages from several complementary perspectives. Our sources for the period vary greatly from decade to decade and from region to region. This has often led historians of ideas and mentalities to concentrate on one aspect to the exclusion of others. This is particularly so in the case of ethics of war where most of the argument seems to concentrate on a few passages from the Qur'an, supplemented by some quotations from manuals of ḥadith and commentaries on them in the legal textbooks of the different religious schools. That all these are crucial for an understanding of Muslim attitudes and reactions to war throughout centuries is beyond dispute. But it remains, nevertheless, a lop-sided view: neglecting large areas of debate and speculation in literature, philosophy, and mystical meditations, presented as fully-fledged arguments or as occasional remarks and observations embedded in the extant texts from the period. By evaluating these scattered sources and listening to the different voices heard through them, I hope to show some of the different attitudes and responses to the ethics of war and avoid the monolithic and doggedly timeless approach which, at its worst and most extreme, envisages a non-existing consensus among the Muslims from the rise of Islam to the beginning of this new century and neglects the evidence of regional traditions and innovative thinkers by relying solely on a handful of quotes.

Managing for Survival explores the ways in which individuals holding management roles in secular non-government human service organisations in South Australia deal with the potential and actual conflict between their personal values, the implicit values of their agency and the tasks required of them by the demands of the economic and political environment in which their agency operates. Changes in the requirements and practices of management, due to changes in government funding and support as a result of economic reform, are the focus of the research. Particular attention is paid to the strategies adopted by managers to cope with the shifting priorities and requirements of a restructured community service industry. / thesis (PhD)--University of South Australia, 2003.

The aim of this thesis is to propose and defend a maxim to serve as a foundation and guideline for professional ethics in nursing. The thesis is informed by philosophical ethics and by first-hand knowledge of professional nursing practice.

In the last three decades regulation as a public policy instrument has developed from a tool to manage markets to a means for government to offer protection or impose boundaries in areas associated with social and moral issues. Social regulatory mechanisms are broad, and have as their justification the public interest. It is one response by governments to the development of reproductive technologies. (For complete abstract open document)

This thesis explores the way a skilled teacher developed and implemented my idea that metacognition could be applied to affect as well as cognition in values education. This idea suggests that teachers can help primary school students to understand the role that affect has played in the development of their values through socialization, and that through this understanding the students may develop a greater capacity to question and develop their values in the future. I call this teaching idea the metacognitive-affective approach to values education. / The review of the literature explores a range of theory, research findings and practical teaching ideas. It looks at the psychological, social psychological, sociological, philosophical, and educational, literature to establish links between affect and cognition in the development and education of values. It also looks at literature on metacognition to establish ways in which metacognition could be focussed on affect and values. / The teacher developed her own understanding of my original idea, and developed, implemented, and evaluated, a teaching intervention based on her interpretation of the idea in a history unit of study over a ten week period with her grade six class. Data were derived from: (i) interviews with the teacher about her understanding of the idea, the concepts, and the issues, before, during and after the implementation; (ii) observations of the teacher’s implementation of the approach in the unit of study, and (iii) the teacher’s written reflections. / The research was an action research-oriented, evaluative case-study using an interpretive, naturalistic approach based on the constructivist paradigm. It employed a hermeneutic philosophical stance that emphasises the way prior understandings and prejudices shape the interpretive process. / The results of the research showed the metacognitive-affective approach to have potential, but, as there was insufficient time to fully implement it, there are still major questions about ways of implementing it, about its practicality, and about how to involve other teachers in trialing it. A conceptual framework for the approach was developed and the thesis concludes with the suggestion that other teachers be recruited to an action-research program to further trial and develop the approach using my framework as a starting point to confirm the value of the approach for practical classroom teaching.

What determines parenthood? The advent of IVF and the rapid growth of reproductive technologies have challenged the significance historically associated with biological relationships. It is now possible for a child to have many different people in the role of genetic, gestational, nurturing or legal parent and for the formation of many novel types of families. While frequently some or all of these roles are combined, it is now possible for someone to be a ‘parent’ in one sense, without necessarily taking on the obligations and rights associated with parenthood in a moral sense. Despite the expanded options for constructing families and the proliferation of novel arrangements for raising children, the essential feature of what it means to be a ‘real parent’ and to have a child of ‘one’s own’ is often grounded in the transmission of genes. This thesis examines the claim that genes define ‘moral’ parenthood. It investigates whether or not genetic relatedness is morally weighty in determining which individuals incur obligations for and rights over children. My thesis adopts a novel approach to address this question. It combines the analysis of both people’s views as captured through a qualitative study and those found in philosophical literature relating to the moral significance of genetic parenthood. I design and conduct a study to capture more directly the meanings that people attach to passing on their genes, which acts as a starting point for identifying and evaluating possible arguments about the moral relevance of genetic parenthood. I then analyse the principles imbedded in the participants’ views in light of the current philosophical literature.

This thesis critically analyses how social work practitioners construct moral-ethical decision-making in systems that are constituted as legal-rational authority and political-socioeconomic interests. Notions of moral-ethicality in practice are represented in social work literature and codified ethics in certain ways and this thesis argues that such representations do not conceive of ways in which the claimed ideals of social work might be achieved in the face of structural oppressions and power imbalance that facilitate disadvantage. A notion that there are possibilities for challenge and resistance by social work practitioners to the power of cultural pedagogy that is inherent in the discursive field of social work is articulated. This is a critical postmodern work with a postmodern approach and this thesis is premised on the works of Zygmunt Bauman, and his perspectives on morality, ethics, responsibility for the Other and power relations. / Thesis (PhD)--University of South Australia, 2003