A short intro to research ethics in education
Three questions on research ethics
What are research ethics?
Moral case deliberation
Authors: Tan, D. Y. B., Meulen, B. C. T., Molewijk, A., & Widdershoven, G. (2018).
In: Practical neurology, 18(3), 181-186.
Ethical dilemmas in general are characterised by a choice between two mutually excluding options neither of which is satisfactory, because there always will be a form of moral damage. Within the context of medicine several ethics support services have been developed to support healthcare professionals in dealing with ethical dilemmas, including moral case deliberation. In this article, we describe how moral case deliberation works in daily practice, illustrated with a case example from the neurology ward. The article is meant as an introduction to moral case deliberation according to the dilemma method. We show its relevance to the clinic and the context needed to put it into practice.
Research Ethics in Africa
Authors: M. Kruger & Paul Ndebele (2014)
Stellenbosch: Sun Press
The aim of this book is to provide research ethics committee members with a resource that focuses on research ethics issues in Africa. The authors are currently active in various aspects of research ethics in Africa and the majority have been trained in the past by either the Fogarty International Center or Europe and Developing Countries Clinical Trial Partnership (EDCTP) sponsored bioethics training programmes.
Author: Michael Jackson (2007)
This paper is a critique of the view that knowledge of others consists in grasping how they collectively represent the world to themselves. It explores the extent to which affinity and mutuality in human social life and ethnographic fieldwork are only incidentally outcomes of cognitive pre-understandings, ethical principles or cultural ideals; rather, such modes of intersubjective life (like animosity, misunderstanding and indifference) are born of experiences ‘thoughtlessly’ undergone together in shared situations over time. Theologies and theories of knowledge are like shadows rather than scripts, and they emerge mostly as retrospective abridgements and rationalisations of events that unfolded in the transitional spaces between us and lay largely outside our conceptual comprehension and control.