Ethical Conversation Research Articles

ETHICAL CONVERSATION AS A MEANS OF DEVELOPING EMPATHY AND EMPATHIC EXPERIENCES IN CHILDREN OF THE PREPARATORY GROUP FOR SCHOOL

The article discusses the concept of «ethical conversation» in the perspective of the work of a teacher with children of a preparatory school group on a fairy tale in a preschool educational organization. The author comes to the conclu- sion that ethical conversation is an effective means of developing empathy and «empathic experiences» (empathy, empathy, assistance) in preschool children.

Динаміка рівнів вихованості смисложиттєвих цінністей підлітків у сучасних умовах

The article highlights the dynamics of the levels of education of meaningful life values of teenagers in modern conditions. It has been proven that the positive dynamics of education of meaningful life values of teenagers became possible due to the implementation of pedagogical conditions, which include: humanization of the educational environment; implementation of a personally oriented technology for the education of meaningful life values in teenagers; appropriate use of active and interactive methods and forms of educational work; training of teachers to educate meaningful life values in teenagers. Conducting the control stage of the experiment and identifying the dynamics of education levels was carried out according to cognitive, emotional-value, voluntary motivation and activity criteria. The experiment covered 820 students of grades 5-9, where the experimental group (EG) consisted of 429 schoolchildren, including: 5-6 grades. - 224; 7-9th grade - 205; control groups (CG) – 391 schoolchildren, among them: 5th-6th grades. - 198; 7-9th grade – 193. In order to identify the dynamics of the education levels of meaningful life values among teenagers, the following methods were used: surveys, questionnaires, interviews, ethical conversations, pedagogical observations, business games. The effectiveness of the structural-functional model and pedagogical conditions has been proven by quantitative and qualitative changes in the state of upbringing of meaningful life values of teenagers. It has been proven that the indicators of education of meaningful life values of teenagers in the experimental groups at the control stage of the study significantly exceeded the indicators of the control groups, and also exceeded the indicators at the ascertainment stage of the study. The results obtained by us are confirmed by the provisions of dissertation studies devoted to various aspects of education of meaningful life values in schoolchildren.The practical significance of the article is that its materials can be used in the organization of educational work of general education institutions, training of teachers, psychologists and pedagogical practice of students.

Ethical challenges in vascularized composite allotransplantation of the lower extremity: lessons learned from hand transplantation and implications for the future

Vascularized composite allotransplantation (VCA) is a novel surgical practice that involves the transplantation of multiple tissue types as a functional unit without the primary purpose of extending life. While VCA of the upper extremity is becoming increasingly accepted and performed, VCA of the lower extremity remains largely unexplored despite its acknowledged potential value. There are inherent ethical concerns surrounding VCA that are dominated by a conflict between the principles of beneficence and maleficence. The primary question is whether the quality-of-life benefits to the patient outweigh the risks associated with long-term immunosuppression for a non-lifesaving procedure. In addition, the ethical conversation involves concerns regarding informed consent, donor autonomy, patient privacy and public disclosure, patient selection, and unique considerations in the pediatric patient. Lower extremity VCA has additional ethical issues compared to upper extremity VCA, as current lower limb prostheses provide excellent, near baseline function that upper limb constructs have not yet been able to achieve. In this review, we discuss the ethical challenges of lower extremity VCA using available evidence for the upper extremity. We also compare ethical considerations of VCA of the extremity with other surgical alternatives to limb loss - namely, limb salvage and replantation - and address how the conversation may be altered with further advancements in immunosuppression and prosthetic technology.

Modern technologies for the formation of legal literacy of preschoolers as the basis for the sustainable development of the education system

The article deals with theoretical ideas about legal literacy and legal culture of preschoolers as the basis for sustainable development of the education system. The essential characteristics of the concept "legal literacy for senior preschool children" at the initial stages of personality formation as a combination of the following components have been determined: children's ideas about rights and obligations, values of morality and law, assessment of their own actions and behavior of other people from the point of view of the rule of law. The author's technology for the formation of legal literacy in senior preschool age is described (a cycle of educational events, joint activities of teachers and children, free activities of children, etc.). In the course of the experiment, methodological support was developed for the process of forming the foundations of legal literacy in children of senior preschool age: “a piggy bank of legal stories”, scenarios for ethical conversations, discussions, travel games; projects aimed at studying family traditions, holidays, rules of conduct, ensuring rights and freedoms in families of preschoolers: traditions of grandparents, work plan of the young parents club; requirements for the organization of a developing object-spatial environment.

Using a Headshot Assignment to Incorporate Critical Theory Into Photojournalism Classrooms

This case study uses a diversity and critical thinking exercise in a photojournalism class to show how journalism educators can incorporate race and gender conversations about ethics and judgment into traditionally skills-oriented courses. It is crucial that journalism students learn how to apply their skills properly in an era of social unrest, inequality, and dwindling media trust. Democratic citizenship and journalism are intertwined, but often the bigger ethical conversations are left out of skills-oriented courses. This can lead to a disconnect between the skills themselves and the responsibility of practicing the skills, especially when it comes to matters of power and representation. The field of photojournalism remains predominately White and male, which makes it all the more crucial for students to interrogate their own biases to ensure ethical coverage of their communities. The assignment asks students to make 36 portraits of strangers, and the subsequent classroom exercise has them confront their inherent biases by looking at the demographics of the people they photographed compared to the general population. Data for this case study consist of observations of the classroom conversations and a reflexive journalism exercise the students completed afterward. Findings indicate this exercise is a successful way to introduce racial and gender considerations as part of photojournalistic ethics and judgment. Students initially neglected to think about representation and diversity in their selection of people to photograph but afterward said they could effectively incorporate reflexivity into their work in an effort to provide more representative imagery and confront their own biases.

THE INFLUENCE OF FICTION ON SOCIALIZATION OF STUDENTS WITH INTELLECTUAL DISABILITIES

The views aimed at the stability of socialization are analyzed, paying attention to the peculiarities of psychophysical development of students with intellectual disabilities, which leads to a weakening of socialization. Difficulty in socialization depends on the presence of a navigator of mispersonal communication, unformed needs in such communication, inadequacy of self-esteem, negative perception of other people. It is noted that the effectiveness of primary socialization of students with intellectual disabilities affects the formation of its components: socio-psychological adaptation and empathy. In this regard, the research of scientists on the essence of socio-psychological adaptation and empathy is taken into account. It is pointed out that the process of socialization includes not only adaptation, but also maladaptation. It is stressed on the role of empathy as a component of socio-psychological adaptation and its impact on the formation of socialization of students with intellectual disabilities in the future with works of art, since the components of empathy are sympathy and compassion. Adolescents with intellectual disabilities perceive the information better during the Ukrainian literature lessons, where they work with fiction literature. It has been substantiated, that works of fiction, studied by students at the lessons of the Ukrainian literature serve as particularly important means of teaching, correction and socialization of students with intellectual disabilities. Fiction is the only art form promoting the development of visual thinking. While studying at the lessons of the Ukrainian literature on fiction texts, students with intellectual disabilities intellectual develop thinking, connected speech, overcome communicative phobia, master social competencies, become socialized. The expediency of using interactive teaching methods for the formation of social skills in students with intellectual disabilities in the process of working with works of art during the Ukrainian literature lessons, in particular: discussion, ethical conversation, role play; such methods as «microphone», «chain of thoughts», «unfinished sentence». While working with works of art during the Ukrainian literature lessons, adolescents with intellectual disabilities learn basic morals through interactive teaching methods, learn to disseminate information, emotions, thoughts about the read and the environment learn to evaluate behavior and teach people who pay attention to other problems. The lessons create appropriate conditions for optimizing the socialization of students with intellectual disabilities and social maladaptation, which threaten to subordinate adolescents to the content and meaning of the artists with whom they work.

Preventing moral conflicts in patient care: Insights from a mixed-methods study with clinical experts

Background and aim Healthcare professionals are regularly exposed to moral challenges in patient care potentially compromising quality of care and safety of patients. Preventive clinical ethics support aims to identify and address moral problems in patient care at an early stage of their development. This study investigates the occurrence, risk factors, early indicators, decision parameters, consequences and preventive measures of moral problems. Method Semi-structured expert interviews were conducted with 20 interprofessional healthcare professionals from 2 university hospitals in Basel, Switzerland. A Likert scale questionnaire was completed by the interviewees and analysed using descriptive and inferential statistics. Results Healthcare professionals are frequently exposed to a variety of moral problems, such as end-of-life decisions, resource allocation and assessing the patient's will or decisional capacity. Thirty-four different risk factors for moral problems are identified, e.g. patient vulnerability, divergent values or world views, inadequate resources or poor ethical climate. Twenty-one early indicators are recognised such as disagreement between healthcare professionals, patients and relatives, emotional disturbances, gut feeling or conflict of conscience. A variety of preventive measures are suggested and presented in a preventive clinical ethics support process model. The most helpful measures are early ethical conversations with colleagues, early team-internal ethical case discussions and an ethics-trained contact person on the ward. Ethics training, kerbside consultations, proactive ethics consultations, ethics screening and rounds are also considered helpful. Conclusions Clinical ethics support services should not only offer reactive and complex, but also proactive and low-threshold support for healthcare professionals, patients and relatives.

МЕТОДИЧНІ ЗАСАДИ ФОРМУВАННЯ СОЦІАЛЬНОГО ДОСВІДУ УЧНІВ СТАРШОГО ПІДЛІТКОВОГО ВІКУ В УМОВАХ ПОЗАКЛАСНОЇ ВИХОВНОЇ РОБОТИ

The article reveals the problem of scientific and methodical support of the process of forming social experience of pupils in secondary school. Experience is seen as a mechanism of historical, cultural and social inheritance, and social experience - as a source of regulation of public life, the establishment of qualitatively new relationships between people and groups. The characteristics of concepts «social experience of teenagers» and «forming of teenagers’ social experience» are given. The functions of social experience (cognitiveinformational, communicative, evaluative-representational, activitypractical, and creative) are singled out. Interaction is defined as the main determining factor of gaining social experience, because the participation in it determines the means of activity used by a person, personal reactions, symbolic meanings, etc. The most expedient for formation of teenagers’ social experience forms of organization of extracurricular educational work (collective, group and individual) and its types are identified and characterized. The main methods of extracurricular educational work on the formation of teenagers’ social experience (discussion, training, group problem solving, individual research tasks, training, assignment, ethical conversation, method of reflection) are revealed. The means of forming social experience of pupils are determined. 

Ethical conversations

Ethical conversations

Between Usual and Crisis Phases of a Public Health Emergency: The Mediating Role of Contingency Measures

Much of the sustained attention on pandemic preparedness has focused on the ethical justification for plans for the “crisis” phase of a surge when, despite augmentation efforts, the demand for life-saving resources outstrips supply. The ethical frameworks that should guide planning and implementation of the “contingency” phase of a public health emergency are less well described. The contingency phase is when strategies to augment staff, space, and supplies are systematically deployed to forestall critical resource scarcity, reduce disproportionate harm to patients and health care providers, and provide patient care that remains functionally equivalent to conventional practice. We describe an ethical framework to inform planning and implementation for COVID-19 contingency surge responses and apply this framework to 3 use cases. Examining the unique ethical challenges of this mediating phase will facilitate proactive ethics conversations about healthcare operations during the contingency phase and ideally lead to ethically stronger health care practices.

Teenagers’ meaning of life values: theory and practice

The article covers the problem of teenagers’ meaning of life values in theory and practice. "Meaning of life values" are interpreted as a system of generalized aspirations related to the individuals’ life that characterize their spiritual and moral self-concept, the search for their own life purpose and appropriate lifestyle, which is fulfilled through behaviour, activities and communication. The concept of developing teenagers’ meaning of life values includes methodological, theoretical, and practical levels. The modern process of developing teenagers’ meaning of life values is based on systemic, synergetic, axiological, humanistic, personality oriented, competency-based scientific approaches. Research methods such as analysis, generalization, surveys, questionnaires, interviews, ethical conversations, pedagogical observation were used to demonstrate the changes in developing teenagers’ meaning of life values and show the advantages of applied pedagogical conditions, forms and methods.

ВОСПИТАНИЕ ТРУДОЛЮБИЯ У ДЕТЕЙ СТАРШЕГО ДОШКОЛЬНОГО ВОЗРАСТА ПОСРЕДСТВОМ ЭТИЧЕСКИХ БЕСЕД

Objective: identify the features of hard work of children of senior preschool age. Methods: a diagnostic procedure aimed at evaluating the structural components of hard work of children of senior preschool age (cognitive, emotional, motivational, behavioral), developed by R. S. Bure, I. V. Zhitko, G. A. Uruntayeva, Yu. a. Afonkina, allowed us to analyze the features of hard work and outline the prospects for its further education, in terms of pedagogical conditions. Results: the results of the study revealed that the majority of children of senior preschool age are at an average level, which is characterized by a manifestation of interest on the part of children in adult work, but there is insufficient volume and depth of ideas about adult work and its significance. Children are characterized by a lack of initiative and independence. The level of labor skills in household work is characterized by insufficient responsibility: children do not maintain order in the group, forget to clean up their toys; lack of independence, initiative, consistency: children do not know where to start cleaning, where to get the necessary equipment, how to properly perform duty. Scientific novelty: based on the use of a set of complementary research methods, the article substantiates the features of hard work of children of senior preschool age and defines the pedagogical conditions for its education through ethical conversations. Practical significance: the results of this research can be used in the educational process and practice of teachers of preschool and additional education, as well as individual work of teachers and parents with children of older preschool age to foster hard work through ethical conversations.

Education of meaning of life values in secondary and high school: theoretical-practical aspects

The article deals with the theoretical and practical aspects of values of the meaning of life in the secondary and high school pupils. The content of the conceptual apparatus on the problem of values of the meaning of life in the pupils of the main and high school is analyzed, the key terms "meaning", "meaning of life", "purpose of life", " values of the meaning of life " are defined, the main theoretical positions and ideas are generalized. It is proved that the values of the meaning of life are the most significant component of the moral self-consciousness of the individual, which determines her attitude towards herself, people, society and characterizes her moral needs for love, goodness, freedom, justice, respect for dignity, their realization in their respective behavior and work on themselves. The essence of the problem is the need to values of the meaning of life in schoolchildren of the secondary and high school as a condition of full moral and spiritual development of the individual, the formation of viability, as well as the confrontation with stress, depression, age crises, and insufficient theoretical and methodological development of ways to educate this phenomenon in general education institutions. The use of diagnostic methods (questionnaires, flying conversation, ethical conversation, discussion, creative tasks, analysis of drawings) made it possible to identify students' ideas and judgments about the meaning of life and their life plans and perspectives. The work showed the younger adolescents' understanding of the meaning of life through moral ideals, getting pleasure from life, achieving success, using different resources to understand the meaning of life. It is confirmed that the values of the meaning of life of secondary and high school pupils should be based on humanistic ethics and morality using traditional and innovative forms and methods of work, such as project and circle activities, reader conferences, use of problem situations and art techniques. The research expanded the idea of scientific ideas about the cultivation of values of the meaning of life in secondary and high school students. The necessity of the study is determined by the fact that its conceptual provisions, ideas, experimental data and ways of values of the meaning of life in the secondary and high school pupils can be used in various studies on this issue in order to compare the results in Ukraine and European countries or the post-Soviet space in order to study the common trends, use in the development of modern techniques and personally oriented technologies for the development of values of the meaning of life among schoolchildren of different age groups.

Perinatal Counseling at the Margin of Gestational Viability: Where We’ve Been, Where We’re Going, and How to Navigate a Path Forward

Perinatal Counseling at the Margin of Gestational Viability: Where We’ve Been, Where We’re Going, and How to Navigate a Path Forward

Methods and forms of educational process that ensure the formation of professional and value orientations of future technical specialists

Methods and forms of the educational process, which ensure the formation of professional and value orientations of future technical specialists are researched and theoretically grounded in the artticle. According to the classification by sources of knowledge, the following teaching methods are identified: verbal methods; visual methods; practical methods. The group of methods based on the word includes methods of storytelling, lectures and discussions, as well as methods of using educational and special scientific literature. The use of these methods should be combined with methods of education that are similar in nature: verbal, ethical narration, debate, ethical conversation, etc.
 Professional and value orientations of future professionals are one of the most important components of the personality structure, which show the attitude to the values of a profession and find expression in the interests, needs, views, assessments, motives of social and professional activities.
 The university forms in students not only basic professional knowledge, but also clear guidelines for life, teaches to separate true values from conventional ones, to perceive and evaluate complex phenomena and processes of the modern world. As during the student years there are the development of value orientations of the individual, the accumulation of knowledge, professional experience, awareness of their abilities, capabilities, there is a value of self-determination and self-improvement.
 Extracurricular work is proved to perform a leading function in the educational aspect in the process of formation of professional and value orientations of students of technical universities, as most of the methods and forms, due to lack of study time, it is advisable to conduct after classess. The system of extracurricular work is considered as a set of educational influences that provide purposefulness, systematicity, consistency, combination of pedagogical guidance with the initiative and initiative of students. The basic principles of this system are the professional and pedagogical orientation of the educational process, the relationship and interdependence of teaching and educating students; the connection of the educational process of a higher educational institution with pedagogical practice.

The movement of virtue from ethos to action.

In this paper, we explore the concept of virtue in nursing care. We particularly examine the description of 'virtue' offered by Aristotle, who considers it the mental constitution that forms the basis for laudable social behaviour. We then turn to Katie Eriksson's work on caritative caring ethics and draw parallels between the Aristotelian concept of virtue and being a good nurse. Eriksson suggests that embracing an ethos, a set of basic values, affects nurses' attitudes as well as the way they speak and take on their responsibility for the patient. We discuss these ideas in relation to a tentative ideal model of the movement from ethos to action to understand and address nurses' ethical thinking and acting. Here, we focus on the catalytic role of virtue as a means for realizing a deliberate, intentional acting with the best of the patient in mind. As an outcome of our analysis, we suggest that the movement of virtue from ethos to action is most usefully conceptualized as knowledge about facts, habits of the heart, deeds of the hand and the power of words. Implications for nursing leadership are suggested, including incorporating organizational values through the means of ethical conversations.

Critical decision-making in neonatology and pediatrics: the I-P-O framework.

Critical decision-making in neonatology and other areas of pediatrics often carries with it a complex and difficult ethical component. For any treatment under consideration, the impermissible-permissible-obligatory (I-P-O) spectrum provides a useful framework for determining how to proceed. Any proposed treatment can be located along this spectrum, and identified as either ethically impermissible, permissible, or obligatory. Treatments determined to be ethically impermissible should not be made available by physicians. Those deemed ethically permissible should be explained to parents, commonly with a specific recommendation. Informed parents should then be free to choose from among permissible options. Potential treatments deemed ethically obligatory should be provided to the patient, even in the face of parental objection. The fundamental ethical work in neonatology and pediatrics is determining where on the I-P-O spectrum a treatment under consideration should be located. This should be determined by the prognosis for the patient with and without the treatment, the feasibility of providing the treatment, and consideration of all relevant rights and obligations. Location on the line is dynamic, and clinicians should be open to movement of a given treatment along the spectrum as new information, particularly regarding effectiveness, toxicity, and/or alternatives, becomes available. This framework provides a structure for ethical conversation and decision-making related to a specific patient, as well as in the formation of institutional and national guidelines.

Corporate Leadership and Mass Atrocity

With the last Holocaust survivors quietly passing away, one might also expect to see accountability debates slowing to a trickle. Surprisingly, however, recent years show an upswing in corporate World War II-related atonement debates. Interest in corporate participation in mass atrocity has expanded worldwide; yet what constitutes ethical corporate behavior during and after war remains understudied. This article considers these questions through a study of the French National Railways’ (SNCF) roles during the German occupation and its more recent struggle to make amends. This study demonstrates that ethical business leadership requires taking responsibility for past as well as current decisions. Most executives grappling with complex corporate histories work in isolation, in part because the scholarship on business ethics fails to provide guidance. Without such guidance, corporations often respond to accusations about their pasts with carefully crafted statements and legal strategies rather than deep expressions of moral leadership. To assist in remedying this tendency, this paper simultaneously encourages companies to engage in deeper reflection on corporate history, while urging scholars to help guide corporations through critical ethical conversations.

FORMATION OF THE PERSONALITY OF A FUTURE DOCTOR THROUGH EXTRACURRICULAR ACTIVITIES AT THE DEPARTMENT OF MICROBIOLOGY, VIROLOGY AND IMMUNOLOGY: EXPERIENCE AND PERSPECTIVES

The article describes the experience of organizing and conducting extracurricular educational work at the Department of Microbiology, Virology and Immunology of Ukrainian Medical Stomatological Academy, aimed at shaping the personality of future doctors. Particular attention is paid to the fact that extracurricular work is focused on the development of independence, creativity, competitiveness and other fundamental personality traits of a specialist with higher education. An effective means of promoting students' creative self-fulfillment is a system of individual, group and collective forms of activity. Organization of extracurricular work with students at the Department of Microbiology, Virology and Immunology is based on the principles of humanization; cooperation; voluntariness; expediency; interest; binary practical orientation. The implementation of these principles is carried out through generally accepted directions: national and patriotic, intellectual and spiritual, civil and legal, moral, ecological, aesthetic, labor and physical education, promotion of a healthy lifestyle. The department staff uses the following forms for organization of national upbringing: information digests, communication hours, round tables, reading conferences, competitions, debates, discussions, ethical conversations, excursions, and brain-rings, focused on the topics of various nature.

ПЕДАГОГІЧНІ УМОВИ ВИХОВАННЯ ДУХОВНО-МОРАЛЬНИХ ЦІННОСТЕЙ СТУДЕНТІВ ГУМАНІТАРНИХ СПЕЦІАЛЬНОСТЕЙ

The article deals with the purpose, objectives and pedagogical conditions of education of spiritual and moral values of students of humanitarian specialties. The author draws attention to the relevance of the problem of education of spiritual and moral values of modern Ukrainian youth and provides a description of a number of specific features of the current process of education of students of Humanities. The research is also aimed at revealing the main theoretical positions on the education of spiritual and moral values of students-humanitarians and substantiation of the role of fiction as an important factor in the education of this axiological phenomenon.Education of spiritual and moral values of the future specialist-Humanities fully depends on the adequate implementation of pedagogical conditions of education of spiritual and moral values of students of Humanities, as well as on the skills of teachers of higher education institutions to carry out the educational process reasonably, purposefully and in an organized manner, which determines the degree of effectiveness in the formation of spiritual and moral values of students in the process of their professional training. At the same time, we believe that the process of education of spiritual and moral values of students of humanitarian specialties should begin with the procedure of understanding by teachers who work with them the motives, interests and needs of the individual, as well as the consideration of social reality that surrounds students. And only at the next stage it is possible to use the appropriate methods of education of spiritual and moral values (ethical conversations, explanation, training, interactive exercises, etc.) as a kind of action to improve the existing spiritual and moral experience of the student.