John Stuart Mill: Individuality, Dignity, and Respect for Persons

Loizides, Antis

doi:10.1515/9783110526288-010

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“…v The use of 'dignity' here draws from the interaction between self-respect and the fundamental rights and freedoms of others. 28 The term is a central, if complicated, concept in bioethics and in healthcare. Preserving and upholding respect and the dignity of people seeking care is part of a physician's mandate.…”

Section: Shame and The Learning Environmentmentioning

confidence: 99%

Emotion, ethics, epistemology: What can shame ‘do’ in medical education?

Lusk

2022

Evaluation Clinical Practice

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Background: Recent empirical studies have described and theorized a culture of shame within medical education in the Anglo‐American context (Bynum). Shame is universal and highly social human emotion characterized by a sense of feeling objectified and judged negatively, in contrast to one's own self‐concept. Shame has both an embodied and a relational dimension. Shame is considered especially relevant in healthcare settings (Dolezal and Lyons), and the tenets of patient care within the medical profession include respecting the dignity and upholding the safety of patients. However, shame is frequently deployed as a teaching tool within medical training. Method: Here I ask, what can shame do in medical education (Ahmed)? What epistemic and relational conditions does it construct? I draw from philosophical voices in higher education to illuminate how shaming practices in medical education can undermine dignity safety (Callan), preclude inclusivity, and in the context of the hierarchical and marginalizing medical system, propagate epistemic injustice (Fricker). Discussion: This argument shows how shame in education can be both phenomenologically and normatively problematic and may act differently upon students who experience marginalization and those who are majoritized. I further suggest that a medical education system which upholds the epistemological and relational frameworks of power, shame, and epistemic injustice, underscores those frameworks in the medical system at large, disserving individual patients who are already at risk of suffering epistemic injustice (Carel), and society at large. Conclusion: This analysis of shame in medical education focuses on the highly relational and interpersonal elements of learning to live and work in the medical system, highlighting the need for respect, trust, and resistance to reorient the relational learning environment toward individual and systemic forms of justice.

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Section: Shame and The Learning Environmentmentioning

confidence: 99%

Emotion, ethics, epistemology: What can shame ‘do’ in medical education?

Lusk

2022

Evaluation Clinical Practice

View full text Add to dashboard Cite

show abstract

John Stuart Mill: Individuality, Dignity, and Respect for Persons

Cited by 1 publication

References 0 publications

Emotion, ethics, epistemology: What can shame ‘do’ in medical education?

Emotion, ethics, epistemology: What can shame ‘do’ in medical education?

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