Ethical care of the other: Edith Stein and Max Scheler's contributions

Alves, Valdecyr Herdy; Barea, Rudimar; Werneck, Vera Rudge; Grzibowski, Silvestre; Rodrigues, Diego Pereira; Silva, Luana Asturiano da

doi:10.1590/2177-9465-ean-2017-0382

Cited by 5 publications

(21 citation statements)

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“…The valuative expressions revealed by the interviewees' speeches in this study made it possible to discuss the vital-ethical value of humanized obstetric care for the care of others (32) . First, it is mentioned that health is a vital value, effectively translated as something essential to well-being.…”

Section: Discussionmentioning

confidence: 92%

“…Regarding age, the majority (26) were between 30 and 50 years old; 14 were over 50 years old; and 8 were between 20 and 29 years old. Most (32) graduated from a public institution; and 16, from a private institution. Regarding the time working in the obstetric area, the majority (20) had been working for over 10 years; 15 had been working for less than 5 years; and 13, between 5 and 10 years of experience.…”

Section: Resultsmentioning

confidence: 99%

“…This recognition is also consolidated in the valuation of science to ensure qualified care, because when health professionals support their performance by scientific recommendations (2) , the value of life is perpetuated, guaranteeing individualized care for safety. Finally, when professionals value humanization, they tend to recognize the sense of the vitality of their care as a vital essence for the other (24,32) . Therefore, the woman is recognized as a subject with autonomy in the act of giving birth, within her rights, and care as a value in itself, thus validating the safety of the parturient and the newborn (1)(2)(7)(8)(9)(10)(11)(12)(13)(14)(24)(25)(26) .…”

Section: Discussionmentioning

confidence: 99%

“…Thus, humanization allows this scientific evaluative intuition, based on the vital value and training (search for knowledge) as a humanistic process, an education focused on the knowledge of the spirit (1,(9)(10)(11)(12)21,(24)(25)(26)34) . Therefore, to consider the ethical value (24,32) in the parturition process is to value the well-being of delivery and birth, an attention that facilitates openings for the emotions and feelings of the woman who experiences childbirth. These processes affect her emotional existence, and her self-esteem is expressed beyond reason (24)(25)(26) , influencing her autonomy to give birth.…”

Section: Discussionmentioning

confidence: 99%

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Humanized childbirth: the values of health professionals in daily obstetric care

et al. 2022

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Objective: To understand health professionals' values in the process of thinking and feeling about obstetric care, based on their experienced needs in the care process. Methods: Phenomenological study based on the Schelerian framework, with 48 health professionals from four maternity hospitals within the Metropolitan Region II of the state of Rio de Janeiro. Data collection was done through a phenomenological interview; and the analysis, with the Ricoeurian methodological framework. Results: The vital value was signified in care centered on physiological processes, for an individualized and safe monitoring. The ethical value was signified in the attitudes that provide women with autonomy in their way of giving birth, and recognize dialogue as a process of sympathy, affection, and bonding. Conclusion: The resignification of obstetric practice, articulated with public policies in the field of delivery and birth, supported by a vital ethical value, positively contributes to the humanization of care for women.

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Section: Discussionmentioning

confidence: 92%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Humanized childbirth: the values of health professionals in daily obstetric care

et al. 2022

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“…Para los filósofos mencionados, el amor es un sentimiento metafísico y, por ende, objetivo, o sea, un acto intencional que pretende conservar lo que se reconoce como valioso. El amor antecede, es decir, es el trasfondo, de nuestros buenos sentimientos, pensamientos, deseos y actos humanos (Alves, Barea, Werneck, Grzibowski, Rodrigues & Silva, 2018;Chaparro, 2014;Ortega y Gasset, 2018;Rodríguez, 2012;Scheler, 2001Scheler, , 2005Scheler, , 2008Scheler, , 2010Vendrell, 2015;Vlieghe & Zamojski, 2019). Dado que el amor es conservación de lo valioso, se puede amar todo ser, objeto o actividad que se considere valiosa.…”

Section: Perspectiva Filosófica Del Amorunclassified

El amor en educación física: una perspectiva filosófica basada en Max Scheler y José Ortega y Gasset (Love in physical education: a philosophical perspective based on Max Scheler and José Ortega y Gasset)

Johnson¹,

Arduiz²

2020

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La actividad filosófica se dirige principalmente al mundo de las ideas, o sea, trata sobre el pensamiento y la meditación de los temas más profundos de la existencia humana y no humana. Por otra parte, la actividad pedagógica se dirige principalmente a fines más prácticos, aunque no menos importantes, y aprovecha los saberes desvelados por los diferentes referentes de la filosofía. No obstante, se ha señalado que por diferentes motivos la educación se ha alejado mucho del mundo más profundo de las ideas, lo cual puede derivar en una actividad pedagógica muy superficial. Con este ensayo se pretende acercar la filosofía a la educación y, en concreto, a la educación física. En primer lugar, se tuvo como objetivo analizar el significado de amor que proponen dos filósofos asociados a la escuela fenomenológica, Max Scheler y José Ortega y Gasset. Posteriormente, aquel significado se asoció a la formación ética en la educación física escolar. El análisis refleja que ambos coinciden en que el amor es un sentimiento objetivo y un acto intencional dirigido a conservar adecuadamente lo que es valorado positivamente. También reconocen que el amor es anterior a las emociones, los pensamientos y los deseos, así como que su dirección va desde lo superior a lo inferior. Este conocimiento puede ser aplicado en la educación física de diferentes formas, destacando la conciencia sobre la relación de las emociones con los valores éticos, como la solidaridad, el respeto a los derechos humanos, la tolerancia y la humildad. Abstract: Philosophical activity is directed primarily to the world of ideas, that is, it deals with thoughts and meditation on the deepest themes of human and non-human existence. On the other hand, the pedagogical activity is mainly directed to more practical purposes, although not less important, and takes advantage of the knowledge revealed by the different referents of philosophy. However, it has been pointed out that for different reasons education has strayed far from the deeper world of ideas, which can lead to very superficial pedagogical activity. This essay aims to bring philosophy closer to education and, specifically, to physical education. First, the objective was to analyze the meaning of love proposed by two philosophers associated with the phenomenological school, Max Scheler and José Ortega y Gasset. Later, that meaning was associated with ethical training in school physical education. The analysis reflects that both agree that love is an objective feeling and an intentional act aimed at adequately preserving what is positively valued. They also recognize that love precedes emotions, thoughts, and desires, as well as its direction goes from the top to the bottom. This knowledge can be applied in physical education in different ways, highlighting awareness on the relationship between emotions and ethical values, such as solidarity, respect for human rights, tolerance, and humility.

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Obstetric Violence and the Current Obstetric Model, in the Perception of Health Managers

Paula

Alves

Rodrigues

et al. 2020

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Objectives: to understand the perception of managers of public maternity hospitals in the Metropolitan Region II of the state of Rio de Janeiro regarding obstetric violence and the measures to face it aiming at guaranteeing the quality of care. Method: a descriptive, exploratory study with a qualitative approach, conducted with 16 health managers from five maternity hospitals in Metropolitan Region II in the state of Rio de Janeiro. Data were collected through interviews, applied from May 2017 to May 2018, and submitted to content analysis in the thematic modality. Results: the research pointed out thenon-reception, technocratic principles of childbirth, refusal of the companion, disrespect to humanized practices centered on physiology and the choice of women, the need for health training as a guide for the humanization policy and the management of health units, professional unpreparedness for performance and lack of involvement of professionals with longer service time to modify practices in obstetric care. Thus, the need to break away from obstetric violence at the structural/institutional level was evident in order to guarantee quality care for women. Conclusion: it is the responsibility of the managers to provide training to health professionals regarding performance that respects the scientific evidence, the centrality and the axes of policies and recommendations in the area of sexual and reproductive health, especially to women regarding their autonomy.

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Ethical care of the other: Edith Stein and Max Scheler's contributions

Cited by 5 publications

References 4 publications

Humanized childbirth: the values of health professionals in daily obstetric care

Humanized childbirth: the values of health professionals in daily obstetric care

El amor en educación física: una perspectiva filosófica basada en Max Scheler y José Ortega y Gasset (Love in physical education: a philosophical perspective based on Max Scheler and José Ortega y Gasset)

Obstetric Violence and the Current Obstetric Model, in the Perception of Health Managers

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