Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The central scope in this doctoral thesis refers to the comparative analysis of dilemmas in moral and legal cases in order to sustain that, genuinely moral dilemmas and genuinely legal dilemmas do not exist. Moreover, those examples which frequently are used and referred to in literature or are part of distinct systems of rules, or are mental creations which serve to evaluate or analyze a system of rules, or yet are false dilemmas (pseudo dilemmas) and, therefore, are perfectly solvable. Thus, we analyze, in Law, the arguments that lead to the classification and ruling of legal cases (in easy, difficult and tragic) and compared them with the arguments involved in moral dilemmas. We assessed whether these cases are real or just ideal, that is, if moral and legal dilemmas indeed exist. We have performed a historical overview on the influence of the main paradigm related to the theme, namely, Legal Positivism and we have presented logical problems (coherence and completeness) of the legal ruling, especially the emergence of gaps. As we have approached the theme of gaps from the vagueness of legal terms and presented the classification and solution of legal cases from Dworkin, Hart, Atienza and MacCormick. Within moral scope, we present a historical overview of the traditional view of moral problems, the interdependence between Moral and Law, we investigate the existence of moral dilemmas of soluble and insoluble type, we expose the problem of decidability of moral cases and present a taxonomy and solution to moral issues in easy, difficult and tragic (dilemmas). Eventually, we developed a comparative table with the four components of moral and legal decisions: on the deliberator, on the object of deliberation, on the decision-making process, and on the result of the deliberation. Forthwith, we describe each of the criteria related to the deliberation components in order to present points of approximation, the differences and connections that may exist among themselves. / O tema central dessa tese de doutorado refere-se à análise comparativa dos dilemas em casos morais e em casos jurídicos com o objetivo de sustentar que dilemas genuinamente morais e dilemas genuinamente jurídicos não existem. Além disso, aqueles exemplos que frequentemente são utilizados e referidos na literatura ou fazem parte de distintos sistemas de normas, ou são criações mentais que servem para avaliar ou analisar um sistema de normas, ou, ainda, são falsos dilemas (pseudo-dilemas) e, portanto, são perfeitamente solucionáveis. Desse modo, analisamos, no Direito, os argumentos que conduzem à classificação e decisão de casos jurídicos (em fáceis, difíceis e trágicos) e os comparamos aos argumentos relacionados aos dilemas morais. No âmbito jurídico, realizamos um apanhado histórico da influência do principal paradigma relacionado ao tema, a saber, o Positivismo Jurídico; apresentamos os problemas lógicos (coerência e completude) da decisão jurídica, em especial o surgimento das lacunas; abordamos o tema das lacunas a partir da vaguidade dos termos jurídicos e apresentamos a classificação e solução de casos jurídicos a partir de Dworkin, Hart, Atienza e MacCormick. No âmbito da moral, apresentamos um apanhado histórico da visão tradicional de problemas morais, a interdependência entre Moral e Direito, investigamos a existência de dilemas morais do tipo solúvel e insolúvel, expomos o problema da decidibilidade de casos morais e apresentamos uma taxonomia e solução de casos morais em fáceis, difíceis e trágicos (dilemas). Por fim, elaboramos um quadro comparativo com quatro componentes das deliberações moral e jurídica: quanto ao deliberador, ao objeto de deliberação, ao processo de deliberação, e ao resultado da deliberação. Em seguida, descrevemos cada um dos critérios relacionados aos componentes da deliberação a fim de apresentar os pontos de aproximação, as diferenças, e conexões que podem existir entre os mesmos.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2016-09-08T23:34:16Z No. of bitstreams: 1 DISSERTACAO_01_02_2016 - REVISADA PELA JAKE 30-3-16-CORRIGIDA CALU PÓS DEFESA (3).pdf: 875871 bytes, checksum: f5ff9341d8118cda4f5b7e5e2c6c4a3d (MD5) / Made available in DSpace on 2016-09-08T23:34:16Z (GMT). No. of bitstreams: 1 DISSERTACAO_01_02_2016 - REVISADA PELA JAKE 30-3-16-CORRIGIDA CALU PÓS DEFESA (3).pdf: 875871 bytes, checksum: f5ff9341d8118cda4f5b7e5e2c6c4a3d (MD5) Previous issue date: 2016-02-25 / This dissertation (Master of Education) was presented and argued at Master in Education from University of the Western São Paulo – Concentration Area: Educational Institution and Educator Formation (UNOESTE). The harmonic coexistence in the scholar relations, in front of the conflicts that are presented in the educational landscape, it’s important to a healthy school climate. Thus, it has been observed initiatives by the schools, although sometimes unsystematics, of democratic coexistence projects that require improvement and insertion of new moral practices. And, as objective, this research sought analyse an experience of values learning with teachers and discuss moral dilemmas (LIND) with students of the Fundamental Teaching II how possibilities of development of the moral autonomy. The theoretical frameworks used were: Jean Piaget, Lawrence Kohlberg and Georg Lind, in what refers the moral development and Josep Maria Puig referred to moral practices. It was realized according to the qualitative descriptive approach of phenomenological nature of the intrinsic study case. The methodological procedures involved the data collecting, using the semistructured data interview to three teachers of the Fundamental Teaching II (6º and 7º years); of the Live Values Project of a school of the state network of a São Paulo country city; of the dilemma discussion with the students and their respective teacher of the 6º year of the Fundamental Teaching II; 05 students of the Fundamental Teaching II chosen by raffle to interview after dilemma and documental analysis. The interpretation and discussion of the data were worked by means of the Content Analysis. The answers collected were separated in categories and subcategories. The results signal that, although still exists some resistance and fear by some professionals in involving themselves in projects and practices directed to a value education, it could be observe that, from that they are part of the school culture, projects with transversal themes that contemplate the building values and other moral practices, as the dilemma discussion, are possible and may favor the moral autonomy development and a favorable school climate, a more democratic coexistence, in which prevails the respect, the cooperation and the justice. We hope this research serves how basis to other studies about the development of values education projects and the utilization of moral practices as the dilemma discussion how forms of contribution to the development of the moral autonomy, of the argumentative skill and of the essential values practice to the interpersonal relations, expanding the discussions here started / Esta dissertação foi apresentada e defendida no Mestrado em Educação da Universidade do Oeste Paulista - Área de concentração: Instituição Educacional e Formação do Educador (UNOESTE). A convivência harmônica nas relações escolares, diante dos conflitos que se apresentam no cenário educacional, é importante para um clima escolar saudável. Assim, tem-se observado iniciativas por parte das escolas, embora às vezes assistemáticas, de projetos de convivência democrática que requerem aperfeiçoamento e inserção de novas práticas morais. E, como objetivo, esta pesquisa procurou analisar uma experiência de educação em valores com professores e discutir dilemas morais (LIND) com alunos do Ensino Fundamental II como possibilidades de desenvolvimento da autonomia moral. Os referenciais teóricos utilizados foram: Jean Piaget, Lawrence Kohlberg e Georg Lind, no que se refere ao desenvolvimento moral e Josep Maria Puig referente às práticas morais. Realizada segundo a abordagem qualitativa descritiva, de natureza fenomenológica do tipo Estudo de Caso intrínseco. Os procedimentos metodológicos envolveram a recolha de dados, utilizando-se de entrevistas com roteiro semiestruturado para 03 professores do Ensino Fundamental II (6º e 7º anos) do Projeto Viver Valores de uma escola da rede estadual de uma cidade do interior paulista; da discussão de um dilema com os alunos e seu respectivo professor do 6º ano do Ensino Fundamental II; 05 alunos do Ensino Fundamental II escolhidos por sorteio para entrevista pós dilema e análise documental. A interpretação e discussão dos dados foram trabalhadas por meio da Análise de Conteúdo. As respostas recolhidas foram separadas por categorias e subcategorias. Os resultados sinalizam que, embora ainda exista certa resistência e receio por parte de alguns profissionais em se envolverem em projetos e práticas direcionadas a uma educação em valores, pode-se observar que, desde que façam parte da cultura escolar, projetos com temas transversais que contemplem a construção de valores e outras práticas morais, como a discussão de dilemas, são possíveis e podem favorecer a autonomia moral e um clima escolar favorável a uma convivência mais democrática, na qual prevaleça o respeito, a cooperação e a justiça. Esperamos que esta pesquisa sirva de base para outros estudos sobre projetos de Educação em Valores e a utilização de práticas morais como a discussão de dilemas como formas de contribuição para o desenvolvimento da autonomia moral, da habilidade argumentativa e da prática de valores essenciais para as relações interpessoais, ampliando as discussões aqui iniciadas.

When faced with an emergency situation, politicians are often forced to sacrifice their core moral principles in order to better serve the immediate public interest. This is commonly described as the Dirty Hands dilemma. Dirty Hands theorists conditionally defend politicians, but they leave the dilemma under-defined. Realists think that politicians do not even need defence, but their approach is overly relativistic and fails to distinguish between moral and immoral exercises of political authority. The present study critically engages with both sides of the debate in two parts. First, I use the method of conceptual analysis — and specifically conceptual disambiguation — to find out how each side conceives of the nature of the Dirty Hands dilemma. I find that (1) the dilemma emerges when a politician is forced to disregard the core human rights of certain individuals or groups to safeguard similar rights of others, and (2) the Realists fail to distinguish the concept of Dirty Hands from the concept of Political Compromise and Dirty Hands dilemmas from ordinary moral dilemmas. Second, using the method of reflective equilibrium, I advance the normative judgement that, instead of expressing guilt and paying the price, politicians should commit to not making their actions easy precedents when they confront a Dirty Hands dilemma. This study offers a better theoretical understanding of the Dirty Hands dilemma and a practical approach to distinguishing between moral and immoral exercises of political authority.

Denna forskningsrapport har som mål att undersöka och analysera de omfattande etiska faktorer som påverkar beslutsprocessen vid ingripande i naturen. I synnerhet undersöker vi de moraliska och praktiska dilemman som kan uppstå vid sådana beslut och som ofta är komplexa och svåra att hantera.  Syftet med rapporten är att öka förståelsen för hur etiken spelar och bör spela en roll inom miljövården, specifikt i relation till synen på naturens värde och beslutsfattarnas etiska ställningstaganden. Genom att genomföra en vetenskaplig studie med hjälp av systematisk litteraturstudie och intervjuer, har vi kunnat få en bredare bild av svaret på vår undersökningsfråga: " Var bör gränsen för hur långt människan får påverka naturen? " Det finns en skillnad i fokus mellan innehållsanalysen och intervjun, där den första utvecklas i riktning mot att ha en mer praktisk inriktning medan den andra har en mer etisk inriktning. Detta skapar en uppfattning av olika riktningar i det skrivna materialet. De olika metoderna som användes i forskningen, nämligen systematisk litteraturstudie och intervjuer, genererade olika insikter. Snarare än att hitta en entydig lösning, har vi dock funnit att olika metoder och kunskapsläget kring ämnet genererar olika insikter, vilket tyder på att det inte finns ett enkelt svar.  Genom att analysera och diskutera de erhållna resultaten i denna rapport hoppas vi kunna bidra till en mer nyanserad och informerad debatt kring de etiska aspekterna av ingripande i naturen. Vi betonar vikten av att fortsätta forska och utveckla kunskapen inom detta område för att bättre kunna hantera de komplexa och ibland motsägelsefulla frågorna som uppstår vid beslutsfattandet kring naturens bevarande och användning. / This research report aims to investigate and analyze the extensive ethical factors that influence the decision-making process in nature intervention. Specifically, we examine the moral and practical dilemmas that can arise in such decisions, which are often complex and difficult to manage.  The purpose of this report is to enhance understanding of the role that ethics plays and should play in environmental conservation, particularly in relation to perspectives on the value of nature and the ethical positions taken by decision-makers. By conducting a scientific study using a systematic literature review and interviews, we have been able to obtain a broader understanding of the answer to our research question: "Where should the limit be placed on human intervention in nature?" There is a difference in focus between content analysis and interviews, with the former tending to have a more practical orientation and the latter having a more ethical orientation. This creates an impression of divergent directions in the written material. The various methods used in the research, namely the systematic literature review and interviews, yielded different insights. However, rather than finding a definitive solution, we have discovered that different methods and the state of knowledge in the field generate different insights, indicating that there is no simple answer.  By analyzing and discussing the obtained results in this report, we hope to contribute to a more nuanced and informed debate on the ethical aspects of nature intervention. We emphasize the importance of continued research and knowledge development in this area to better address the complex and sometimes contradictory issues that arise in decision-making regarding the conservation and utilization of nature.

No description available.

A critical evaluation of the National Curriculum Statement (NCS) was undertaken to uncover strategies for infusing values across the curricula – values that may facilitate the development of spiritual intelligence (SQ) in adolescents. A literature study was conducted to determine whether SQ may be harnessed to cultivate values within an educational context. In addition, moral and spiritual development in adolescence was explored and a case made for values-education. An empirical investigation was undertaken using both a qualitative research design and semi-structured interviews. A purposive sample was used comprising 14 education specialists, principals and Life Orientation teachers from six secondary schools in Gauteng and Mpumalanga provinces. The most important finding was the fact that values-education in the NCS was problematic. The conclusion was thus drawn that teachers should be trained to incorporate values within curriculum activities − values that could engender SQ and, thus, address the moral dilemmas in our schools. / Psychology of Education / M. Ed. (Psychology of Education)

A critical evaluation of the National Curriculum Statement (NCS) was undertaken to uncover strategies for infusing values across the curricula – values that may facilitate the development of spiritual intelligence (SQ) in adolescents. A literature study was conducted to determine whether SQ may be harnessed to cultivate values within an educational context. In addition, moral and spiritual development in adolescence was explored and a case made for values-education. An empirical investigation was undertaken using both a qualitative research design and semi-structured interviews. A purposive sample was used comprising 14 education specialists, principals and Life Orientation teachers from six secondary schools in Gauteng and Mpumalanga provinces. The most important finding was the fact that values-education in the NCS was problematic. The conclusion was thus drawn that teachers should be trained to incorporate values within curriculum activities − values that could engender SQ and, thus, address the moral dilemmas in our schools. / Psychology of Education / M. Ed. (Psychology of Education)

Samhällsutvecklingen går i en riktning där människor arbetar i allt närmare samarbete med artificiella agenter. För att detta samarbete ska vara på användarens villkor är det viktigt att förstå hur människor uppfattar och förhåller sig till dessa system. Hur dessa agenter bedöms moraliskt är en komponent i denna förståelse. Malle m.fl. (2015) utförde en av de första studierna kring hur normer och skuld appliceras på människa respektive robot. I samma artikel efterfrågades mer forskning kring vilka faktorer hos agenter som påverkar de moraliska bedömningarna. Föreliggande studie tog avstamp i denna frågeställning och avsåg att undersöka hur moralisk godtagbarhet och skuldbeläggning skiljde sig beroende på om agenten var en person, en humanoid robot eller ett autonomt intelligent system utan kropp (AIS). Ett mellangrupps-experiment (N = 119) användes för att undersöka hur agenterna bedömdes för sina beslut i tre olika moraliska dilemman. Deltagares rättfärdigaden bakom bedömningar samt medveten hållning utforskades som förklaringsmodell av skillnader. Medveten hållning avser Dennetts (1971) teori kring huruvida en agent förstås utifrån mentala egenskaper. Resultaten visade att person och robot erhöll liknande godtagbarhet för sina beslut medan AIS fick signifikant lägre snitt. Graden skuld som tillskrevs skiljde sig inte signifikant mellan agenterna. Analysen av deltagares rättfärdiganden gav indikationer på att skuldbedömningarna av de artificiella agenterna inte grundade sig i sådan information som antagits ligga till grund för denna typ av bedömningar. Flera rättfärdiganden påpekade också att det var någon annan än de artificiella agenterna som bar skulden för besluten. Vidare analyser indikerade på att deltagare höll medveten hållning mot person i störst utsträckning följt av robot och sedan AIS. Studien väcker frågor kring huruvida skuld som fenomen går att applicera på artificiella agenter och i vilken utsträckning distribuerad skuld är en faktor när artificiella agenter bedöms.