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Journal articles on the topic 'Personal ethics'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Anwar, Yuli. "Intervening effect of personal value on the code of ethics to ethical judgment." Accounting Journal of Binaniaga 5, no. 01 (June 17, 2020): 19. http://dx.doi.org/10.33062/ajb.v5i01.365.

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The purpose of this study is to examine and analyze empirically the effect of code of ethics understanding to ethical judgment through personal value of public accountant. The model proposed in this research was tested by means of structural equation modeling. The data were collected from purposive sampling and the number of samples of this research were 301 partners, manager, supervisor, and senior accountant in Indonesia. Construct that directly affect each other in this study are code of ethic to personal values and code of ethic to ethical judgment and and prove that personal value is an intervening variable. The model proposed in the research shows the impact code of ethics, personal value and ethical judgment. Future research should study of morality of auditor and collected sample from Asian countries. Partner, manager, supervisor, and senior auditor may take a decision wiser with ethical judgment with based on fact. The model proposed in this research partner, manager, supervisor, and senior auditor have positive direct impact of each code of ethic to personal values and positive direct impact code of ethic to ethical judgment. Keywords: Code of Ethics, Personal Value, Ethical Judgment

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2

Toffler, Barbara. "Personal Ethics." Business Ethics: The Magazine of Corporate Responsibility 1, no. 2 (1987): 16–17. http://dx.doi.org/10.5840/bemag19871211.

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Toffler, Barbara Ley. "Personal Ethics." Business Ethics: The Magazine of Corporate Responsibility 1, no. 3 (1987): 16–17. http://dx.doi.org/10.5840/bemag19871340.

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4

Toffler, Barbara. "Personal Ethics." Business Ethics: The Magazine of Corporate Responsibility 1, no. 4 (1987): 16–17. http://dx.doi.org/10.5840/bemag19871425.

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5

Gustafson, Andrew. "In Support of Ethical Holism: A Response to “Religious Perspectives in Business Ethics”." Business Ethics Quarterly 10, no. 2 (April 2000): 441–50. http://dx.doi.org/10.2307/3857885.

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Abstract:In much of the written work on Christian or religious business ethics, a holistic framework is assumed but not argued for practically or supported philosophically. In this article I 1) outline a position of ethical holism, explaining its logic, motives, and consequences; 2) attack the ethical dualism of Carr, Friedman, and French; and 3) defend my theory against five possible objections. My basic thesis is that if a corporation wishes to hire employees who will act in compliance with ethical codes of the corporation, employees who both have a deeply rooted personal ethic that parallels that of the corporation and who see their business practices to be an extension of their personal ethic will be better suited candidates simply because they are more likely to be compliant. In other words, personal convictions and values are relevant to hiring practices, and a view that holds personal and business ethics to be separate affairs (Carr, Friedman, French) is misguided.

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6

Lent, Alfred C. "Personal Identity and Ethics." Teaching Philosophy 33, no. 1 (2010): 89–94. http://dx.doi.org/10.5840/teachphil20103317.

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7

Braithwaite, Bill. "Personal Injury Lawyer's Ethics." Legal Ethics 6, no. 1 (January 2003): 7–9. http://dx.doi.org/10.1080/1460728x.2003.11424170.

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8

Freeman, J. M. "Ethical theory and medical ethics: a personal perspective." Journal of Medical Ethics 32, no. 10 (October 1, 2006): 617–18. http://dx.doi.org/10.1136/jme.2005.014837.

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9

Trần Hà Minh, Quân. "Personal Business Ethics Perception: A Study of Vietnamese Adults." Journal of Asian Business and Economic Studies 221 (July 1, 2014): 127–43. http://dx.doi.org/10.24311/jabes/2014.221.02.

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As the world of business is becoming more globalized and diverse, business ethics also becomes a complicated and frequently controversial topic. Organizations as well as individuals are fully aware that business ethical issues can have a great influence on the public attitudes toward them, and unethical behaviors and conducts can destroy trust. In turn, ethical leaders and employees can influence positively decisions and behaviors of others, which can lead to organization’s sustainability. Today’s workplace has a high demand for ethical behaviors of all employees. This study examines the personal business ethics perceptions of 964 Vietnamese adults based on age, gender, management experience, and code of conduct by using Clark & Clark's (1966) Personal Business Ethics Scores (PBES) measure. The results demonstrate that there is a significant difference in personal business ethics perceptions on each variable. It appears that younger Vietnamese adults have higher personal business ethics scores than older adults. Vietnamese females scored higher than males. People with management experience have lower scores while those who have not experienced codes of conduct have higher scores than those who have experienced codes of conduct. In this study, literature review on ethics, corruption perception index of Vietnam, limitations, and implications are also provided.

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10

Sheveleva, Anna. "The university teachers’ professional ethics from the students’ perspective." E3S Web of Conferences 210 (2020): 18075. http://dx.doi.org/10.1051/e3sconf/202021018075.

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The article’s purpose is to describe some results of the research of students’ representations about the professional ethics of University teachers. The sample includes full-time and part-time students of psychological and pedagogical education. The diagnostic instrument was questionnaire “Customer Perceptions of professional ethics of the specialist”. It was revealed that students mainly note the orientation of the teachers’ professional ethics standards to their own professional interests, note the compliance of teachers’ personal characteristics with ethical requirements, and consider the job instructions to be the basis for the content of ethical standards in the teacher’s activity. Differences in the views of full-time and part-time students were found. Full-time students pay more attention to teachers’ personal characteristics as proof of compliance with ethical standards. Part-time students give a higher evaluation of teachers’ orientation to the professional community interests and needs of other ethic application objects (not only professional and client), as well as give a higher evaluation of law and universal values and culture as origins of teachers’ professional ethics.

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11

Hunt, David M., and Scott K. Radford. "Teaching Business Ethics." Journal of Business Ethics Education 15 (2018): 169–83. http://dx.doi.org/10.5840/jbee2018158.

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This study examines ethics-related learning outcomes that emerged from an experience-based project in a personal selling and sales management course. Using qualitative research methods, we classified students’ experiences according to domains of ethical issues associated with personal selling and according to conceptualizations of learning identified in the education literature. Patterns we observed in our data suggest that the experience-based project encouraged learners to employ higher-order thinking about business ethics. Higher order problem-solving about ethical issues helps ensure that lessons students learn about ethical decision making carry forward to their professional careers. Based on our findings, we recommend ways instructors can formulate ethics-related learning objectives, develop learning assessments that measure ethics-related learning outcomes, and design teaching and learning activities that help ensure students learn ethical concepts in a way that will carry forward to their careers.

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12

Ermasova, Natalia, Stephen Wagner, and Lam Dang Nguyen. "The impact of education, diversity, professional development and age on personal business ethics of business students in Russia." Journal of Management Development 36, no. 3 (April 10, 2017): 410–26. http://dx.doi.org/10.1108/jmd-08-2016-0153.

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Purpose The purpose of this paper is to investigate how individual differences predict personal business ethics of business students with a particular focus on how these factors moderate the relationship between ethical organizational interventions and personal business ethics perception. Design/methodology/approach Totally, 488 participants completed Clark’s Personal Business Ethics Scores (PBES) survey. ANOVA analyses were then performed. Findings Significant correlations were observed between personal business ethics and diversity professional development, age, and education. The authors found significant difference on ethical behavior and diversity professional development. Professional development focusing on diversity was positively related to reports of ethical behavior for women but no significant relationship was observed for men. Furthermore, professional development focusing on ethics was positively related to reports of ethical behavior for younger employees but no significant relationship was observed for older employees. Research limitations/implications Researchers and scholars in cross-cultural management and business ethics fields can benefit from this study as it provides more empirical results in understanding the impact of demographic, educational, and cultural factors on the ethical maturity of business students in different countries. Practical implications Leaders, managers and practitioners, can benefit from this study as it provides managerial implications in managing this workforce in the most effective and efficient manner. The results from this research suggest that ethics education and diversity training play the critical role in creating an ethical climate on workplace. Originality/value This study fills the gap within the literature and offers a unique analysis of the personal business ethics of Russian business students. Determining the types of business ethics education and training that are the most effective in Russia would be beneficial to researchers and practitioners.

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13

Liedtka, Jeanne M. "Exploring Ethical Issues Using Personal Interviews." Business Ethics Quarterly 2, no. 2 (April 1992): 161–81. http://dx.doi.org/10.2307/3857569.

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This paper argues that the personal interview method is particularly appropriate for the kind of exploratory and complicated theory-building research that ethical decision-making, as a topic, represents at present. In doing so, it examines the key tasks of the ethics researcher, the suitability of interviews for obtaining the kind of data needed to accomplish these tasks, and the ensuing problems faced by the interview methodologist. It concludes with suggestions for enhancing the validity and reliability of interview-based ethics research.

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14

Rogošić, Neda, and Ivan Koprek. "Implications of Paul Tillich's Ethics in Personal and Business Ethics." Disputatio philosophica 22, no. 1 (January 25, 2021): 11–48. http://dx.doi.org/10.32701/dp.22.1.2.

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Tillich’s reflections on ethics and morality included reflections on their connection with religion. His conclusion is that morality is the essence of religion, and that theological ethics should be present in every part of systematic theology. In this respect, Tillich accentuates the religious dimension of the moral imperative, the religious sources of moral demands, and the religious elements in moral motivation. It can be observed that the application of ethical principles as laid out by Tillich creates a solid network within the social community, and any deviation from the set constellation represents a weakening of that network. We wanted to prove this with our empirical research.

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15

Kodama, Shigeo. "Personal Information and Research Ethics." TRENDS IN THE SCIENCES 10, no. 1 (2005): 32–35. http://dx.doi.org/10.5363/tits.10.32.

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16

Rolfsen, Michael L. "The Ethics of Personal Stockpiles." Annals of Internal Medicine 144, no. 4 (February 21, 2006): 304. http://dx.doi.org/10.7326/0003-4819-144-4-200602210-00019.

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17

Bartlett, John G., and Frederick G. Hayden. "The Ethics of Personal Stockpiles." Annals of Internal Medicine 144, no. 4 (February 21, 2006): 304. http://dx.doi.org/10.7326/0003-4819-144-4-200602210-00020.

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18

Cafaro, Philip. "Personal Narratives and Environmental Ethics." Environmental Ethics 21, no. 1 (1999): 109–10. http://dx.doi.org/10.5840/enviroethics199921147.

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19

Beets, S. Douglas. "Personal Morals and Professional Ethics." Business and Professional Ethics Journal 10, no. 2 (1991): 63–84. http://dx.doi.org/10.5840/bpej199110211.

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20

Dench, Samantha. "How personal can ethics get?" Journal of Management Development 25, no. 10 (December 2006): 1013–17. http://dx.doi.org/10.1108/02621710610708649.

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21

Stern, Robert. "Darwall on Second-Personal Ethics." European Journal of Philosophy 22, no. 2 (June 2014): 321–33. http://dx.doi.org/10.1111/ejop.12090.

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22

Lomborg, Stine. "Personal internet archives and ethics." Research Ethics 9, no. 1 (September 17, 2012): 20–31. http://dx.doi.org/10.1177/1747016112459450.

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23

Ewin, R. E. "Personal Morality And Professional Ethics." International Journal of Applied Philosophy 6, no. 2 (1991): 35–45. http://dx.doi.org/10.5840/ijap1991624.

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24

Martin, Mike W. "Personal Ideals in Professional Ethics." Professional Ethics, A Multidisciplinary Journal 5, no. 1 (1996): 3–27. http://dx.doi.org/10.5840/profethics199651/24.

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25

Stephens, Thomas M. "Personal Behavior and Professional Ethics." Journal of Learning Disabilities 18, no. 4 (April 1985): 187–92. http://dx.doi.org/10.1177/002221948501800402.

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26

Bruce, Willa. "Personal Ethics and Administrative Actions." International Review of Public Administration 7, no. 1 (July 2002): 5–16. http://dx.doi.org/10.1080/12294659.2002.10804988.

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27

Ballard, Robert L. "The most exciting thing: Researcher ethics and personal ethics." New Directions for Teaching and Learning 2009, no. 120 (September 2009): 55–64. http://dx.doi.org/10.1002/tl.377.

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28

Primeaux, Patrick. "Experiential ethics: A blueprint for personal and corporate ethics." Journal of Business Ethics 11, no. 10 (October 1992): 779–88. http://dx.doi.org/10.1007/bf00872310.

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29

Cafaro, Philip. "Place and Personal Commitment In Teaching Environmental Ethics." Worldviews: Global Religions, Culture, and Ecology 8, no. 2-3 (2004): 366–76. http://dx.doi.org/10.1163/1568535042690727.

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AbstractThis essay, a personal account of teaching environmental ethics, advances two main points. First, focusing on local environmental issues makes for better classes. Teachers can take advantage of local environmental expertise at their institutions and in the wider community; local focus provides a good balance given philosophy's tendency to abstractness; students tend to feel more engaged and excited about the class. Second, environmental ethics classes should spend more time helping students articulate their own ethical positions and showing them how to act upon them. In this way, our classes will better prepare and inspire students to do right by nature.

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30

Voigt, Friedemann. "Geist und Wirklichkeit." Zeitschrift für Evangelische Ethik 52, no. 2 (May 1, 2008): 89–103. http://dx.doi.org/10.14315/zee-2008-0204.

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AbstractThe ethical significance of pneumatology lies in its concept of reality, which includes personal and cultural ethics. In discussion with Karl Barth’s and Paul Tillich’s theology of the Holy Spirit this concept is presented as a fundamental approach to ethics. While Barth focuses on aspects of personal ethics, Tillich accentuates cultural ethics. This essay brings together both perspectives and especially exposes the relevance of the cultural aspects. Eventually it sketches the outlines of a contemporary theological concept of ethics.

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31

Oboh, Collins Sankay. "Personal and moral intensity determinants of ethical decision-making." Journal of Accounting in Emerging Economies 9, no. 1 (February 4, 2019): 148–80. http://dx.doi.org/10.1108/jaee-04-2018-0035.

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PurposeThe purpose of this paper is to examine the influence of personal and moral intensity variables on specific processes, namely, ethical recognition, ethical judgment and ethical intention, involved in the ethical decision making (EDM) of accounting professionals.Design/methodology/approachA structured questionnaire containing four vignettes of ethical dilemmas is used in the paper to obtain data from 329 accounting professionals. The data are analyzed using Pearson correlation matrix, independent samplet-test, one-way analyses of variance and multiple regression estimation techniques.FindingsThe findings of the paper suggest that age, economic status, upbringing, moral idealism and relativism, magnitude of consequence and social consensus are significant determinants of the EDM process of accounting professionals.Practical implicationsThe paper provides evidence to guide accounting regulatory bodies on ways to strengthen extant measures that ensure strict compliance with ethics codes among accounting professionals in Nigeria.Originality/valueThe paper provides support for Kohlberg’s cognitive reasoning and moral development theory and Rest’s EDM theoretical model, which will aid the development of a structured curriculum for accounting ethics instruction in Nigeria, as hitherto, there is yet to be a provision for a stand-alone ethics course in the undergraduate accounting programs in Nigeria.

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32

Congress, Elaine P. "What Social Workers Should Know About Ethics: Understanding and Resolving Ethical Dilemmas." Advances in Social Work 1, no. 1 (April 30, 2000): 1–25. http://dx.doi.org/10.18060/124.

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Recognizing ethical issues and dilemmas that arise in professional practice is crucial for social work practitioners, educators, and students. After a discussion about the limited, although growing, literature on social work ethics, the ten main tenets form the most current NASW Code of Ethics are presented. These topics include limits to confidentiality, confidentiality and technology, confidentiality in family and group work, managed care, cultural competence, dual relationships, sexual relationships, impairment and incompetence of colleagues, application to administrators and relevance to social work educators. In addition to understanding the Code of Ethics, social workers can use the ETHIC model of decision making for resolving ethical dilemmas. This easy to use five step process includes examining personal, agency, client, and professional values, thinking about ethical standards and relevant laws, hypothesizing about consequences, identifying the most vulnerable, and consulting with supervisors and colleagues. A case example involving confidentiality, HIV/AIDS and family therapy demonstrates how social workers can use the ETHIC model.

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33

Nguyen, Lam D., Kuo-Hao Lee, Bahaudin G. Mujtaba, and Sorasak Paul Silanont. "Business Ethics Perceptions of Working Adults." International Journal of Asian Business and Information Management 5, no. 2 (April 2014): 23–40. http://dx.doi.org/10.4018/ijabim.2014040103.

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Businesses nowadays face urgent demands to act ethically and socially responsibly. Some believe that ethically responsible companies design and use corporate governance that serves all stakeholders' interests to achieve competitive advantage and maintaining ethical behavior is very important through corporate governance. Thus, an ethical business environment is critical and ethical behavior is expected of everyone in the modern workplace. Companies devote many resources and training programs to make sure their employees live according to the high ethical standards. This study used Clark and Clark's (1966) Personal Business Ethics Scores (PBES) measure to examine the relationship between gender, age, management experience, ethics course taken, and ethics training to ethical maturity of Thai working adults. This research surveyed 236 Thai working adults to measure their Personal Business Ethics Scores (PBES). Statistically significant differences were found in the variables of ethics course taken and ethics training. Gender, age, and management experience, however, did not lead to any significant differences. Consequently, Kohlberg's Cognitive Moral Development theory regarding ethical maturity is partly supported since respondents with more ethics education and training have higher business ethics scores than those without ethics education and training. In this study, Thai background and cultural dimension, as well as literature on moral development and ethics, are presented along with practical applications, suggestions and implications for educators, managers, and employees.

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34

Dare, Tim. "PHILOSOPHICAL LEGAL ETHICS AND PERSONAL INTEGRITY." University of Toronto Law Journal 60, no. 4 (October 2010): 1021–30. http://dx.doi.org/10.3138/utlj.60.4.1021.

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35

Levy, Joshua B. "A Personal Struggle with Jewish Ethics." European Judaism 40, no. 2 (November 30, 2007): 161–70. http://dx.doi.org/10.3167/ej.2007.400216.

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36

Raskin, Jonathan D. "On ethics in personal construct theory." Humanistic Psychologist 23, no. 1 (1995): 97–113. http://dx.doi.org/10.1080/08873267.1995.9986818.

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37

Black, Jay, and Robert Steele. "Professional Decision Making and Personal Ethics." Journalism Educator 46, no. 3 (September 1991): 3–17. http://dx.doi.org/10.1177/107769589104600301.

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38

Sharpsteen, Don J. "Morality and Ethics in Personal Relationships." Contemporary Psychology: A Journal of Reviews 35, no. 8 (August 1990): 771–72. http://dx.doi.org/10.1037/028929.

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39

Smith, Louise W., and Doris C. VanDoren. "Teaching Marketing Ethics: A Personal Approach." Journal of Marketing Education 11, no. 2 (August 1989): 3–9. http://dx.doi.org/10.1177/027347538901100202.

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40

Coggon, David. "Research Ethics Committees: A Personal Perspective." Research Ethics 3, no. 4 (December 2007): 118–21. http://dx.doi.org/10.1177/174701610700300404.

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41

Evans, Martyn. "Clinical ethics committees?—a personal commentary." Current Paediatrics 12, no. 6 (December 2002): 498–502. http://dx.doi.org/10.1054/cupe.2002.0342.

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42

Marcuse, Peter. "Gentrification, Social Justice and Personal Ethics." International Journal of Urban and Regional Research 39, no. 6 (November 2015): 1263–69. http://dx.doi.org/10.1111/1468-2427.12319.

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43

Watson, R. T., and L. F. Pitt. "Personal computing ethics: Beliefs and behaviour." International Journal of Information Management 13, no. 4 (August 1993): 287–98. http://dx.doi.org/10.1016/0268-4012(93)90019-z.

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44

Martin, Mike W. "Personal meaning and ethics in engineering." Science and Engineering Ethics 8, no. 4 (December 2002): 545–60. http://dx.doi.org/10.1007/s11948-002-0008-3.

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45

Solomon, Robert C. "Corporate Roles, Personal Virtues: An Aristotelean Approach to Business Ethics." Business Ethics Quarterly 2, no. 3 (July 1992): 317–39. http://dx.doi.org/10.2307/3857536.

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Each of us is ultimately lonely, In the end, it's up to each of us and each of us alone to figure out who we are and who we are not, and to act more or less consistently on those conclusions.–Tom Peters, “The Ethical Debate” Ethics Digest Dec 1989, p. 2.We are gratefully past that embarrassing period when the very title of a lecture on “business ethics” invited—no, required—those malapert responses, “sounds like an oxymoron” or “must be a very short lecture.” Today, business ethics is well-established not only in the standard curriculum in philosophy in most departments but, more impressively, it is recommended or required in most of the leading business schools in North America, and it is even catching on in Europe (one of the too rare instances of intellectual commerce in that direction). Studies in business ethics have now reached what Tom Donaldson has called “the third wave,” beyond the hurried-together and overly-philosophical introductory textbooks and collections of too-obvious concrete case studies, too serious engagement in the business world. Conferences filled half-and-half with business executives and academics are common, and in-depth studies based on immersion in the corporate world, e.g. Robert Jackall’s powerful Moral Mazes, have replaced more simple-minded and detached glosses on “capitalism” and “social responsibility.” Business ethics has moved beyond vulgar “business as poker” arguments to an arena where serious ethical theory is no longer out-of-place but seriously sought out and much in demand.

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46

Place, Katie R. "Exploring Ethics and Client Work in Public Relations Education." Journalism & Mass Communication Educator 73, no. 4 (October 23, 2017): 421–38. http://dx.doi.org/10.1177/1077695817735999.

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The purpose of this study was to examine the role of ethics and service learning client work in public relations education. Interviews were conducted with students at three universities who had completed public relations client work. Findings suggest that ethics in client work involves honesty, respect, following personal convictions, bracketing personal values, and balancing ethical values. Students perceived that client work prepared them to be accountable, perform quality work, rely on mentoring, and learn that being ethical takes practice. Ultimately, client work appears to help students explore ethical beliefs and competencies in a realistic environment with assistance.

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47

Behrensen, Maren. "Identity as convention: biometric passports and the promise of security." Journal of Information, Communication and Ethics in Society 12, no. 1 (March 4, 2014): 44–59. http://dx.doi.org/10.1108/jices-08-2013-0029.

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Purpose – The paper is a conceptual investigation of the metaphysics of personal identity and the ethics of biometric passports. The paper aims to discuss these issues. Design/methodology/approach – Philosophical argument, discussing both the metaphysical and the social ethics/computer ethics literature on personal identity and biometry. Findings – The author argues for three central claims in this paper: passport are not simply representations of personal identity, they help constitute personal identity. Personal identity is not a metaphysical fact, but a set of practices, among them identity management practices (e.g. population registries) employed by governments. The use of biometry as part of these identity management practices is not an ethical problem as such, nor is it something fundamentally new and different compared to older ways of establishing personal identity. It is worrisome, however, since in the current political climate, it is systematically used to deny persons access to specific territories, rights, and benefits. Originality/value – The paper ties together strands of philosophical inquiry that do not usually converse with one another, namely the metaphysics of personal identity, and the topic of identity in social philosophy and computer ethics.

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48

Grant, Patricia, and Peter McGhee. "Personal moral values of directors and corporate governance." Corporate Governance: The International Journal of Business in Society 17, no. 1 (February 6, 2017): 1–12. http://dx.doi.org/10.1108/cg-03-2016-0046.

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Purpose This paper aims to explore how directors understand the “how” and “why” of their personal moral values in their task of governing the organisation. Design/methodology/approach This paper is based on a qualitative study. Data were gathered through semi-structured interviews of 33 New Zealand directors. Findings Three major themes emerged: Directors’ personal moral values are a powerful driver in ethical decision-making of directors; codes of ethics are seen to be effective to the extent that individuals have a strong moral compass; great value is placed on their personal moral code as being consistent with it, defines who they are. Research limitations/implications This study reveals how and why directors’ personal ethics are important in their task of governance and demonstrates that they are extremely influential in their ethical decision-making. Practical implications Appraisal processes could also make sure this factor is given equal importance along with other skills and competencies. In the area of director selection, proven moral integrity could become a point to investigate prior to the appointment of a director. Originality/value There have been very few studies investigating the subjective ethical experience in ethical decision-making. Investigating the antecedents of ethical or unethical outcomes only provides a partial understanding of the ethical experience.

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49

Sherwin, Susan. "Feminist and Medical Ethics: Two Different Approaches to Contextual Ethics." Hypatia 4, no. 2 (1989): 57–72. http://dx.doi.org/10.1111/j.1527-2001.1989.tb00573.x.

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Feminist ethics and medical ethics are critical of contemporary moral theory in several similar respects. There is a shared sense of frustration with, the level of abstraction and generality that characterizes traditional philosophic work in ethics and a common commitment to including contextual details and allowing room for the personal aspects of relationships in ethical analysis. This paper explores the ways in which context is appealed to in feminist and medical ethics, the sort of details that should be included in the recommended narrative approaches to ethical problems, and the difference it makes to our ethical deliberations if we add an explicitly feminist political analysis to our discussion of context. It is claimed that an analysis of gender is needed for feminist medical ethics and that this requires a certain degree of generality, i. e. a political understanding of context.

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50

van Gigch, Jean-Pierre. "The ethics of governance projects: ethics in personal and public lives." Systems Research and Behavioral Science 25, no. 2 (July 29, 2008): 151–56. http://dx.doi.org/10.1002/sres.877.

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