Concept Of Dignity Research Articles

Humanity with Dignity. Plea For a Functional Theory of Dignity

In this paper, I present a functional theory of dignity which seeks to withstand the criticism of the concept of dignity, such those made by Andrea Sangiovanni, by arguing that there is more to dignity than these authors may ascribe. The functional theory of dignity is a reinterpretation of the notion of dignity in legal documents such as the UDHR, and calls for the protection of a dignified life for all human beings. The features of this concept of dignity follow from the historical function it has. A dignified life is a life free from hardship. We derive the need for its protection by remembering the reasons for the implementation of dignity in legal human rights documents – the negation of the atrocities in the Holocaust.

FROM FEMALE MORALITY TO HUMAN DIGNITY: AN EVOLUTIVE INTERPRETATION OF ‘HONOUR’ UNDER ARTICLE 27(2) OF THE FOURTH GENEVA CONVENTION

AbstractThis article suggests a new interpretative framework for Article 27(2) of the Fourth Geneva Convention, which prohibits sexual violence against women in armed conflict. One specific aspect of this norm is particularly controversial: the notion of ‘honour’ has often been criticised as an obsolete concept linked to an outdated view of female morality. In the absence of a definition of the term, this article examines whether the gendered limitations of the norm can be overcome and the extent to which an evolutive interpretation of the concept is feasible. It argues that the concept of ‘honour’ can be treated as a generic term that is subject to evolutive interpretation, allowing for a renewed and gender-sensitive understanding to be developed, aligned with the concept of human dignity.

EXAMINATION OF CONSTITUTIONALIST MOVEMENTS AND CONSTITUTIONS IN TERMS OF THE DEVELOPMENT OF DEMOCRACY IN THE OTTOMAN EMPIRE

Constitutionalism involves curbing state power, protecting fundamental rights, and defending citizens' rights against the state. Aligned with democratic theory, it's grounded in the concept of human dignity, advocating for the autonomy and participation of vulnerable individuals in community governance. Democratic theory emphasizes the crucial right of citizens to influence the selection of lawmakers in a free society. Constitutionalism insists on honoring human dignity and values, affirming citizens' right to democratic participation while ensuring clear constraints on their governments, even when in line with the majority's preferences. Originating with the Magna Carta in 1215, constitutionalism reached Ottoman lands about six centuries later. Ottoman constitutional movements, commencing with the 1808 Sened-i Ittifak and progressing through the 1839 Tanzimat Edict, the 1856 Islahat (Reform) Edict, and the 1876 Constitution, were influenced by both internal and external factors. These movements, despite lacking public demand, played a pivotal role in introducing democratic values and institutions in Ottoman history, including the country's first parliamentary election.

The perception of dignity in the hospitalized patient: a meta-synthesis - ensure consistency with authors' details e.g. name, affiliation, city and country Minor comments below.

Dignity is a value inherent to all human beings, guaranteed to every individual from birth, and influenced by culture and society. It is protected by various laws and declarations, and represents one of the fundamental human rights. Preserving human dignity is an essential aspect of nursing practice and a central element of care. Dignity is a highly subjective and personal concept; there may be variations in the way that patients perceive it and in the ways that nurses can guarantee it. A systematic review of the qualitative literature was conducted to obtain a comprehensive understanding of adult patients' perceptions of dignity in a hospital setting. This review adhered to the PRISMA Statement for reporting systematic reviews, and the results were reported in accordance with the Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ) guidelines. Major databases (PubMed, CINAHL, Scopus, and PsycINFO) were consulted and resulted in the inclusion of 21 studies. Methodological quality was assessed using the Critical Appraisal Skills Program (CASP) Checklist for Qualitative Studies. Six main themes emerged from the data analysis: (1) The concept of dignity and its various dimensions; (2) The significance of maintaining one's own privacy and confidentiality; (3) The hospital environment's influence on patients' dignity; (4) Healthcare professionals' characteristics and behaviours that affect dignity; (5) The role of communication and the relationship with healthcare providers; and (6) The patient's ability to make choices and be involved actively in their care. These findings underscore the importance of understanding caregivers' perspectives on dignity to ensure that they provide respectful and dignified care and treatment that prioritizes the patient's mental and physical needs.

‶Don’t Say Neigh, Say Yay”

‶Don’t Say Neigh, Say Yay”

Натурализация мигрантов: современные тенденции

With the widespread recognition of the concept of human dignity and universal human rights standards, the rigid boundaries between the concept of citizen and alien are blurring. Many individuals reside outside the State of their citizenship on a long-term basis. Migrants cannot be viewed as a homogeneous community, but differ in terms of their states of origin, grounds, purposes and duration of stay, visa regimes, professional qualifications, and future migration plans. However, widespread transnational migration creates real problems for migrant receiving states due to the erosion of socio-cultural homogeneity of the population; an increase in the number of groups with different value systems living on the same territory; a fairly high proportion of migrants among those who break the law or are unemployed; the creation by some migrant communities of parallel economies, shadow social structures and the use of social norms of the country of origin in their relations. Rising tensions and clashes between migrants and natives are contributing to the tightening of state policies on migrant reception. Acquisition of citizenship is beginning to be more tightly coordinated with migration policy and considered in the light of social cohesion. The introduction of new criteria required for citizenship (linguistic, integration, economic) is largely oriented towards identifying culturally close economically self-sufficient migrants whose values are not particularly different from those shared by the majority in the host society. In the sphere of legal regulation, two factors significantly influence the level of naturalisation — the introduction of dual citizenship and the possibility of acquiring citizenship by birth on the territory of the country.

Intrinsic dignity

Dignity has often been used to signify a ground for a particularly serious kind of moral consideration, the scope of which has been debated. Therefore, I argue that an inclusive conception of dignity is central in determining the normative aims of education, and the moral responsibilities that adult teachers should have in learning relationships with children. The aim of the paper is to argue for a view of dignity as a regulative ideal beyond the dichotomy of moral agents and patients that can be (imperfectly) realized through moral perfectionism. In this article I show how commonly held neo-Aristotelean and neo-Kantian interpretations that view dignity as an intrinsic value grounded in certain capacities, mainly the capacity for reason, can have limiting implications for the view of children as moral subjects. By presenting alternative interpretations of Aristotle and Kant, I will seek to challenge these limited views on dignity and expand the conception of dignity to not only being grounded in certain capacities of moral agents and patients, but in morality itself. The argument leads to problematizing moral perfectionism in education that is not counter-balanced by moments of transcending our own intentions to be good.

Beyond mere respect: new perspectives on dignity for healthcare workplace learning.

Although dignity in workplace learning in healthcare is gathering interest, we know little about stakeholders' conceptualizations in this area across professional groups. Dignity breaches in workplace learning are common, often with serious and long-lasting consequences for the affected. Conceptualizations shape behaviours and experiences. To prevent dignity violations in students' learning, it is thus important to understand stakeholders' understandings of the topic. This study therefore explores the dignity conceptualizations around workplace learning that students, placement educators and university staff hold across seven allied health professional groups. Using a social constructionist perspective, we conducted individual and group narrative interviews (n = 51) with students, placement educators and university workplace learning staff from seven allied health professional groups. We used the 5-step Framework Analysis to explore and develop themes, identifying differences and similarities across stakeholder groups. We identified eight distinct, yet interrelated, dimensions of dignity from participants' narratives: dignity as respect, dignity as self-x (the various relationships we have with ourselves), dignity as feeling safe, dignity as understanding otherness, dignity as supporting others, dignity as equality, dignity as professionalism, and dignity as belonging. Dignity as respect was identified across all participants, although mutual respect and a culture of respect were only present in academic participants' talk. The remaining seven dimensions all present important factors extending our understanding of the construct of dignity. In line with existing research, our study identifies the absence of an unambiguous, positive conceptualization of dignity in workplace learning among stakeholders. It adds novelty in two ways: by identifying dignity dimensions that require informed action beyond respecting others, and by revealing a tension between dignity as professionalism and dignity as equality. We suggest revising existing dignity concepts in workplace learning to address this tension and to reinforce that active care, team integration and skilled support are all non-negotiable elements of dignified behaviour within workplace learning.

Is Dignity Still Necessary in Health Care? From Definition to Recognition of Human Dignity

The concept of dignity is not, as some scholars claim, an unnecessary moral idea, and nor need it have religious overtones or be characterised by speciesism. In this article, I try to show that dignity can be defined and recognised. The starting point for the argumentation is the four typologies of dignity, which show that the term ‘dignity’ can denote significantly different concepts, and that the different concepts of dignity can have significantly different ontological senses. A unified typology of dignity allows for five categories to be distinguished: inherent dignity, dignity based on changeable qualities, moral dignity, bestowed dignity and comportment dignity. I take the first two categories of dignity as the object of the analysis, with which I seek to formulate a philosophical response to the charge of speciesism and to show on what basis it can be maintained that all human beings possess dignity. To this end, I distinguish between existential dignity, actual dignity, and potential dignity. Distinguishing these types of dignity becomes possible in the light of Aquinas’ and Aristotle’s views. In the final section, I point to two ways of recognising dignity. The first is based on certain narratives and emotional states (‘ecumenical model of dignity’), while the second is related to a specific moral experience developed within ethical personalism.

The Role of Education on Human Dignity: Fostering Peace and Diminishing Violence

The concept of human dignity postulates that every individual inherently possesses intrinsic worth. This means that upholding human dignity demands an end to war and violence. Rooted in Catholic social teachings, human life is sacred, and the dignity of the human being is the foundation of a moral vision for society. This becomes instrumental in educating students about the imperative nature of respect, empathy and compassion towards all, irrespective of sociocultural backgrounds and individual beliefs. Given the profound implications held by the concept of human dignity, through their influence on their students, Catholic educational institutions can wield substantial influence in fostering peacebuilding initiatives and mitigating conflict. This research article presents a comparative study between California and Slovenia, highlighting variations in the autonomy of Catholic high schools in terms of teaching and curriculum development and implementation. Qualitative research into private Catholic high schools in these two states shows that those with greater autonomy tend to foster a more comprehensive grasp of human dignity. These schools also demonstrate students’ enhanced ability to swiftly detect violations of human dignity, even when such breaches are not immediately evident. These observations emphasise the crucial role Catholic educational settings thereby play in the realm of peacebuilding and conflict deterrence, underscoring the need to embed a profound comprehension of human dignity in the educational framework.

Research on the Dignity of Contemporary Human Networks from the Perspective of Marx's Concept of Dignity

Research on the Dignity of Contemporary Human Networks from the Perspective of Marx's Concept of Dignity

ЛЮДЯНІСТЬ І ВІЙНА: ДО ПИТАНЬ РОЗРОБКИ КАТЕГОРІАЛЬНОГО АПАРАТУ

The work is devoted to the analysis of the phenomenon of dignity, which is studied by modern socio-humanitarian sciences as an orientation of moral consciousness and expresses the idea of the value of each person as a unique individual, as well as a special moral attitude of the individual to himself and the expectation of an appropriate response to the respectful attitude towards him by the society in which his value is recognized. We have established that dignity is primarily a form of self-awareness and self-control, which is the basis of a person's demands on himself or herself, and is closely related to such personality traits as conscience, honor, and responsibility. The concept of dignity is considered in the modern socio-philosophical discourse in the context of the value orientations of representatives of Ukrainian society and determines their patriotic behavior, which is especially in demand in the threatening conditions of martial law, which can deform the personality. Therefore, it is extremely important for the philosophical understanding of human dignity that all human abilities and preferences are involved in its production, and that value becomes a phenomenon of internal choice. The Russian narratives of the "little brother" and "peasantry" were aimed at the dignity of the entire nation, which in the war earned the respect of the whole world. It is established that the main characteristics of Ukrainian society are expressed by three key words: courage, resilience and solidarity, and therefore the author focuses on the etymology of the word victory, since it is in this desire for victory that human dignity is reflected in the consciousness of every Ukrainian. The author substantiates the social mechanisms of influence on the observance of human rights in war, on the preservation of dignity and the protection of dignity in the circumstances of new risks of the Russian-Ukrainian war.

ЦІННІСНО-СМИСЛОВІ АСПЕКТИ КОНЦЕПТУ «ГІДНІСТЬ» У СУЧАСНОМУ СОЦІАЛЬНО-ГУМАНІТАРНОМУ ДИСКУРСІ

The article provides a detailed analysis of the process of developing the value aspects of the category of dignity in the corpus of socio-philosophical, social, and humanitarian sciences. The main principles of the individual-subjective, national-specific, and political implementation of the concept of dignity in modern humanitarian sciences, legislation of many countries, international law, and social practices are considered. Current approaches to working out the problem of active participation of the individual in establishing humanistic norms of behavior and social relations are established. In the context of the aggression of the Russian Federation and the long-term war on the territory of Ukraine, attention is focused on one of the most important socio-philosophical value identifiers of dignity - personal and collective responsibility, as the ability of individuals and communities to consciously react, influence, control, manage, generate their pro-social activity in a specific situation or context. Taking into account the circumstances of the Ukrainian present, the need to detail as fully as possible the main factors of the value-meaning reflections of the public opinion of the Ukrainian community in many extremely sensitive and socially significant issues in the following scientific investigations is substantiated. In particular, the issues of interaction between personal values and social norms in the conditions of global social changes and challenges are studied. Emphasis is placed on the importance of developing and maintaining a culture of dignity in education and educational practices that contribute to the formation of conscious and responsible citizens. The role of media and information technologies in the formation and dissemination of values of dignity is discussed, in particular in the context of combating propaganda and disinformation. Ways of integrating the concept of dignity into various aspects of state policy and public life are proposed in order to strengthen social unity and justice.

The Influence of Training Teachers on the Implementation of Peace Education Programme in Selected Primary Schools at Nakuru County, Kenya

Peace is a critical component for the development of human beings in the whole world, without peace there can be no development. An atmosphere of no peace is a major cause of physical and economic suffering upon individuals, families, communities, businesses, nations and regions in many countries. In 2007 Kenya experienced incidents of conflicts which led to loss of workforce, learning time and disruption of education services which negatively affected the quality of education across in the county of Nakuru formerly Rift Valley Province. Since then Kenya has put several strategies to promote peace with deep recognition that it is the only vehicle to development, it was on this basis that Kenya introduced peace education programme in the primary schools curriculum since 2008. Peace education sets out to redress this culture of violence and aggression and to inculcate values of peace, the concept of human dignity and human rights with specific reference to economic equity, political participation and ecological balance that could be employed through counseling strategies. This therefore reveals that development of peace education was timely and critical in addressing both short term and long-term societal and national issues that promote conflicts. Peace education is in tandem with the Kenya vision 2030 under the political pillar on security, peace building and conflict management. The purpose of this study therefore was to determine “the influence of training teachers on the implementation of peace education programme in selected Primary schools at Nakuru County, Kenya. The study was carried out amongst standard 8 pupils and teachers. To achieve this objective, the study adopted descriptive survey design and used probability sampling technique in the selection of the study sample. A study sample made up of 138 pupils and 45 teachers was used for the study. Primary data was collected by use of self administered questionnaires and interview schedules, while secondary data was collected from Nakuru County Education offices and libraries. Data collected was analyzed with the aid of Statistical Package for Social Sciences and Microsoft Excel software. The results of the data analysis were presented in form of tabular summaries. Teacher training, resource availability and curriculum content emerged from the study as highly influential factors in the implementation of peace education programme in the schools. The study also revealed the key challenges hindering successful implementation of peace education programme in primary schools which included: lack of trained teachers on peace education, lack of sufficient time and lack of learning and teaching materials. The teachers and pupils’ suggestions were that the Government facilitate training of teachers on peace education and provide sufficient teaching and learning materials. Following this, the study recommended that, the Government of Kenya puts in place policies and measures that could facilitate training of teachers on peace education provide sufficient teaching and learning materials and strengthen programme supervision. The study gave further recommendation to the Kenya Government which could facilitate more uptake and adoption of peace education from primary schools up to university level as well as the entire society as a very important vehicle to foster development and national cohesion. The findings of this study are quite critical and of significant benefit to the Kenya government, communities, policy makers and the teachers in addressing some of the peace education curriculum initiatives and school best practices which will enhance peace promotion and national cohesion among Kenyan people. The implementation of this programme will enable people re-evaluate their behavior and develop commitment and endeavor to promote national values and peaceful coexistence.

«Философы всегда будут восхищаться Кантом…»

The topics of this issue, devoted to the tercentenary of Immanuel Kant’s birth, focus on his practical philosophy, most notably on the problems of free will in the light of the debates at the end of the eighteenth century; on the concept of human dignity and its reflection in daily life and in the main legal documents of the Russian Federation; on the possibility of deriving positive duties from the categorical imperative; and on the relevance of Kantian ethics to modern-day realities. The issue of the reception of Kant’s philosophy in Russia is also discussed, using as an example the article by Russian religious philosopher Alexey Vvedensky in the historical context of Kant’s early reception and subsequent fate in the twentieth century.

Онтологічні підґрунтя моральної культури. Частина II

Background. Forgetting the problems of being, erasing the idea of being from the worldview of contemporary humans, and focusing on individualistic and hedonistic practices lead to the narrowing of the personality's fullness, dehumanization of its moral and spiritual dimension, and alienation from one's own essence. The ontological turn of thinking, turn to its essential foundations, will allow finding a reliable foundation for a moral culture shaken by skepticism and nihilism, and making an existential turn in search of a person's lost essence. The article is aimed to study the ontological foundations of moral culture. The task of the article's first part is to investigate the ontological framework of moral culture – its fundamental axes; the task of the article's second part is to analyze the moral concepts of freedom, conscience, dignity, and equality through the prism of the ontological framework. Methods. The article uses a historical-philosophical and comparative method, as well as methods of genealogy and hermeneutic methods of interpretation. The general research paradigm is the transcendental anti-positivist tradition of philosophizing. Results. It is argued that the parameters of reality and its internal structure are determined by the ontological framework, namely the axes of sacred and profane, single and multiple, phenomenal and essential (proper). The fundamental connection between the ethical and the ontological, in which human existence is always a moral existence, is emphasized. Moral culture, our ideas about good and evil depend on our understanding of existence. Moral concepts are ontological – point to an objective valuable reality, "material a priori". It is noted that ontological dignity includes formal and material (content) aspects, assuming the existence of ontological equality of all people, ontological freedom and ontological conscience. Conclusions. The vision of existence as a sacred gift enables the ontological dignity of a person, that is, his non-alienated transcendental self-being. The vision of the sacred gift of being in the unity of diversity, in turn, implies the vision of the ontological equality of all people, who, being different, are simultaneously equal as they are all gifted with being. The ontological equality of people requires a certain "common denominator" of humanity, which may vary depending on the chosen paradigm. A meaningful expression of ontological dignity is ontological freedom, which consists of a person's ability to say a transcendental "yes" or "no" to the world, and to choose between being-centric and egocentric modes of existence. Awareness of the two poles of existence – the essential and the phenomenal – gives rise to an ontological conscience: an individual's anxiety about the authenticity of one's own existence and guilt for not being oneself.

Roman Precursors of Modern Human Rights Doctrine: Cicero and Tertullian

The modern theory of Human Rights, as developed especially since 1948 by the United Nations in the Universal Declaration of Human Rights and its successors, treats Human Rights as derived from an inherent Human Dignity. Two Roman sources have been held to anticipate both of these ideas: Cicero, De Officiis 1.105–107, for the concept of Human Dignity; and Tertullian, Ad Scapulam 2.2, for a resulting Human Right to freedom of religion. This paper discusses the extent to which these sources do in fact represent precursors. I suggest that, although the evidence is admittedly less than robust, both the modern conceptions may well have originated in the philosophy of the Middle Stoa (ca. 150–50 BCE). My conclusion discusses the more general problem of how important ethical ideas such as these originate and come to inform moral discourse.

О кантовском понятии человеческого достоинства сегодня

Although Kant was born three hundred years ago, his practical philosophy is still relevant and helpful for understanding difficult and crucial issues of today. One example is the strange transformation the concept of human dignity has undergone in post-Soviet Russia — in everyday language, in ideological doctrines, and in legal documents. While in ordinary life dignity is increasingly reduced to access to material benefits, in its legal sense — above all in the 1993 Constitution of the Russian Federation — anti-communist ideology has turned it into the “right” to enjoy comfortable living conditions, being almost totally divorced from duties and from morality. Such interpretations of human dignity lead to a dead end, creating problems for its perception and for its relationship to other constitutional provisions — problems that are impossible to resolve in the framework of such an interpretation of right. By turning to Kant, one of the pillars of the modern egalitarian universalist conception of human dignity, we can trace the idea of personal dignity back to its origin as an absolute inner value which, unlike external material benefits, has no equivalent, and involves self-legislation, restriction of freedom, and the fulfilling of moral duty.

Women living with infertility in Iran: A qualitative content analysis of perception of dignity.

Globally, infertility is known as a major problem which can ruin a couple's relationship. In recent years, many studies have addressed the causes of infertility, the outcomes of treatments for infertility, and the effects of infertility on couples' mental health; however, the concept of dignity of women living with infertility has never been examined in depth. This study aimed to explore the dignity of women living with infertility in Iran. This qualitative research was conducted via conventional content analysis approach. This qualitative study was conducted in Iran from February to December 2022. In this research, the data were collected through face-to-face semi-structured in-depth interviews with 23 women living with infertility selected via purposive sampling. The interviews were continued until reaching the data saturation point. Data analysis was performed simultaneously with data collection. The interviews were recorded, transcribed, and analyzed through Graneheim and Lundman style content analysis, with data management done using the MAXQDA software. To achieve the accuracy and validity of the study, the four-dimension criteria by Lincoln and Guba, namely credibility, dependability, conformability, and transformability, were considered and used. Analysis of the qualitative data yielded three themes and eight subthemes. The three main themes were (1) overcoming identity crises (overcoming dysthymia, coping with unaccomplished motherhood), (2) respect for personal identity (respect for confidentiality; respect for beliefs, values, and attitudes; avoidance of stigma and pity), and (3) compassion-focused therapy (sympathizing, mental and spiritual support, and enhancement of life skills). Dignity of women living with infertility encompasses overcoming identity crises, respect for personal identity, and compassion therapy. The policymakers and administrators in the healthcare system can use the findings of this study to create a proper clinical environment toward preserving the dignity of women living with infertility.

Kantian Animal Ethics, Deep Dignity, and the Moral Game

This paper explores Kant’s concept of dignity to claim that animals deserve moral consideration. The central notion in the paper is of that of “moral game,” a hypothetical scenario that illustrates our obligations to cooperate with rational agents and the natural world. This game displays how rational agents can collaborate with non-rational animals despite their inability to engage in reciprocal legislation. From reflection on what this game shows and by introducing a notion of “deep dignity,” I argue that rational beings have a duty to respect the moral status of non-human creatures through indirect moral rights.