Ethics, Phenomenology and Ontology

Kouppanou, Anna; Standish, Paul

doi:10.4135/9781446282229.n8

Cited by 4 publications

(3 citation statements)

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“…Halford 2016recently stated that we need to do more than problematize ethics and begin to devise new types of ethical principles to guide digital research. Similar to McKee and Porter (2009) and Kouppanou and Standish (2013), Halford (2016) claimed that ethical principles would be best informed by case studies of ethical challenges and dilemmas that researchers have faced. As Kouppanou and Standish (2013, p. 114) emphasised, without a case-orientated approach 'our attempts to grapple with the practical problems new technology presents will be hopelessly blinkered and we will fail to see the extent to which technology changes our world and ourselves'.…”

Section: A Case-based Reflexive Approachmentioning

confidence: 92%

“…Third, due to limited ethical guidance and direction in this area, many researchers are not equipped to understand the ethical implications for their practices and are reported to be, (i) turning away from digital research, (ii) applying ill-informed ethical practices, and/or (iii) (closely linked to (ii)) failing to disclose ethical procedures that were followed (Henderson et al, 2013;Shilton and Sayles, 2016). Fourth, because the ethical issues appear too complex to resolve, high levels of regulation are currently being endorsed by ethical committees (Halford, 2016;Kouppanou and Standish, 2013). According to Sparkes and Smith (2014), such high levels of regulation discourages researchers from engaging in ground-breaking, flexible, difficult and sensitive work that, in turn, stunts the development of innovating, exciting and valuable research.…”

Section: Take Down Policymentioning

confidence: 99%

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Social media, apps and wearable technologies: navigating ethical dilemmas and procedures

Goodyear

2017

Qualitative Research in Sport, Exercise and Health

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There is a growing body of literature dealing with the ethical issues of conducting digital and Internet-based research, yet relatively little has been written about social media, apps, and wearable devices. By using three empirical case studies of ethical challenges and dilemmas in the context of physical education, this clear gap in understanding is addressed. The case studies reveal that ethical issues unique to digital research are, (i) the questionable involvement of human subjects, (ii) the traceability of individuals and data, and (iii) the diverse interactional capabilities of digital technologies. Large numbers of participants, the international nature of research and legal matters are also ethical issues intensified by the use of social media, apps, and wearable devices. To address such ethical issues, a culturally responsive relational and reflexive approach to ethics is signposted as one way forward. New insights from the case studies were also provided on the types of ethical procedures researchers might follow. Yet despite this paper providing novel understandings on digital and Internet-based ethics within sport, exercise and health, in order to advance research and practice the importance of embarking on a professional wide digital research ethics debate is stressed.

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Section: A Case-based Reflexive Approachmentioning

confidence: 92%

Section: Take Down Policymentioning

confidence: 99%

Social media, apps and wearable technologies: navigating ethical dilemmas and procedures

Goodyear

2017

Qualitative Research in Sport, Exercise and Health

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“…It is no more a mere tool than language is just a means of communication. Hence, as Anna Kouppanou and Paul Standish put this, ‘questioning technology must address ontological and epistemological concerns’ (, p. 107). In what follows I refer to neither ontology nor epistemology in name: such concerns are ever‐present in Heidegger's thought, but it may be better for them to emerge in a less explicit way.…”

Section: (2) Being In Nearness Requires Thinking Differentlymentioning

confidence: 99%

Thinking in Nearness: Seven Steps on the Way to a Heideggerian Approach to Education

Lee¹

2018

Journal of Philosophy of Education

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This paper explores the concept of Gelassenheit as developed in the later thought of Martin Heidegger. It seeks to show the relevance of this to aspects of education, especially to the ways that teaching can be enhanced in order to do better justice both to the learners and to what is studied. Thinking in this way helps to overcome the dominance of representational thought, a kind of thinking that imposes barriers on the understanding and restrictions on how the world can come to be. In the end the thinking illustrated by Gelassenheit constitutes a more responsible and more responsive relationship to the truth. My paper provides examples of ways that this can enhance education. In the end, with a caveat, I revisit and re‐examine aspects of Heidegger's work about which I think there is reason to be cautious. This is to encourage a degree of vigilance in relation to Heidegger's thought, but in a way that does not deny its powerful insights.

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2022

Poetics of Alterity

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Ethics, Phenomenology and Ontology

Cited by 4 publications

References 0 publications

Social media, apps and wearable technologies: navigating ethical dilemmas and procedures

Social media, apps and wearable technologies: navigating ethical dilemmas and procedures

Thinking in Nearness: Seven Steps on the Way to a Heideggerian Approach to Education

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