Browsing by Author "Gaffney, Margaret M."

Now showing 1 - 10 of 26
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    'A' is for ... Aesara of Lucania
    (IU Conscience Project, 2021) Gramelspacher, Mary Lou; Gaffney, Margaret M.; Galvin, Matthew R.
    Aesara of Lucana was an ancient philosopher and forerunner of moral psychology who flourished sometime between three hundred and one hundred Before the Common Era (BCE). Historians of philosophy classify Aesara of Lucania among the Late Pythagoreans (425 BCE and possibly as late as circa 100 CE), along with Phintys of Sparta and Perictione I (Waithe and Harper, 1987).
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    'A' is for ... Hannah Arendt (1906-1975)
    (IU Conscience Project, 2024) Gramelspacher, Mary Lou; Gaffney, Margaret M.; Galvin, Matthew R.
    In her life Arendt retained a deep, non-dogmatic, personal faith, but she also believed, Verkamp informs us further, that “the injection of religious passion into political life would likely pervert both religion and politics into detestable exercises in ideological fanaticism.” In emerging adulthood, she attended lectures in Christian theology and was introduced to the work of Søren Kierkegaard. Her pursuit of knowledge may have begun with theology but soon led her into philosophy as well.
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    'A' is for ... Jane Austen (1775-1817)
    (IU Conscience Project, 2023-02) Gaffney, Margaret M.; Galvin, Matthew M.
    Jane Austen (JA), English novelist and astute observer of human conduct and character, lived a quiet and all-too-brief life, producing merely six completed novels, several compositions of ‘Juvenilia,’ many brief historical sketches, and thousands of letters, mostly to her sister who destroyed 2/3 of them before her own death. Nevertheless, the products of JA’s pen remain respected, even beloved, more than 200 years after her death. ... JA is often referred to as a ‘moral’ writer, a writer concerned with how a person achieves or retrieves goodness in life, a focus some consider the very essence of good literature. ... JA’s expertise in character study and moral dilemma resolution shows us how to apply, to ourselves, the same expertise in understanding our personal conscience.
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    Benchmarks for ethically credible partnerships between industry and academic health centers: beyond disclosure of financial conflicts of interest
    (Springer (Biomed Central Ltd.), 2015-12) Meslin, Eric M.; Rager, Joshua B.; Schwartz, Peter H.; Quaid, Kimberly A.; Gaffney, Margaret M.; Duke, Jon; Tierney, William H.; Department of Philosophy, IU School of Liberal Arts
    Relationships between industry and university-based researchers have been commonplace for decades and have received notable attention concerning the conflicts of interest these relationships may harbor. While new efforts are being made to update conflict of interest policies and make industry relationships with academia more transparent, the development of broader institutional partnerships between industry and academic health centers challenges the efficacy of current policy to effectively manage these innovative partnerships. In this paper, we argue that existing strategies to reduce conflicts of interest are not sufficient to address the emerging models of industry-academic partnerships because they focus too narrowly on financial matters and are not comprehensive enough to mitigate all ethical risk. Moreover, conflict-of-interest strategies are not designed to promote best practices nor the scientific and social benefits of academic-industry collaboration. We propose a framework of principles and benchmarks for "ethically credible partnerships" between industry and academic health centers and describe how this framework may provide a practical and comprehensive approach for designing and evaluating such partnerships.
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    Conscience Centered Psychiatric Ethics: A Course
    (2002) Galvin, Matthew R.; Gaffney, Margaret M.; Stilwell, Barbara M.; Abram, Jill; Altmeyer, Linda
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    A Conscience Sensitive Approach To Ethics and Teaching Caring Attitudes
    (2005-10) Gaffney, Margaret M.; Galvin, Matthew R.; Stilwell, B
    An I.U. Conscience Project and HELP Collaboration. The article describes models for teaching ethics and caring attitudes to undergraduate medical students in both formal and informal medical education curriculum. Competency based curriculum is discussed.
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    A Conscience Sensitive Approach To Ethics and Teaching Caring Attitudes (presentation)
    (2005-11-18T16:01:17Z) Gaffney, Margaret M.; Litzelman, D; Galvin, Matthew R.; Stilwell, B; Cottingham, A
    An I.U. Conscience Project and HELP Collaboration. The presentation describes models for teaching ethics and caring attitudes to undergraduate medical students in both formal and informal medical education curriculum. Competency based curriculum is discussed.
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    Conscience Sensitive Medical Education
    (2002) Gaffney, Margaret M.; Galvin, Matthew R.; Stilwell, Barbara M.
    Medicine is a moral enterprise, and young people who enter professional school are presumed to be morally astute, as well as intellectually capable. Thoughtful students quickly grasp the fact that what we can do in medicine usually outpaces the consensus of what we ought to do, and one of the earliest questions these students ask is how they should go about honoring their individual consciences in the face of patients, peers or teachers who profess divergent values, or request services that jar the young professional’s sense of ought-ness. Medical educators readily acknowledge the need, indeed the moral requirement, to teach ethics, but struggle to ascertain the most effective, efficient and compelling way to present the material and engage the moral reasoning of students who are already inundated with basic and advanced science studies (Self & Baldwin, 1994). Students appreciate hearing about case stories, but do not want much in the way of philosophical theory. Most students at our institution have backgrounds in biology or chemistry; few have taken any courses in literature, philosophy, religion, ethics or other humanities. The handful of lectures and small-group case-based discussions related to ethical dilemmas in medicine offered in the curriculum are helpful, but often fail to prepare the young physician adequately for a life in which moral questions daily will present themselves. We are piloting an approach to moral teaching in medicine based on an examination of conscience formation and functioning, and the understanding of the intersection of personal conscience with professional medical and ethical values. We believe that conscience theory and language may be a useful addition to the traditional approaches to dilemma resolution that involve principles, theories, and case based reasoning. In this paper we will explore traditional ethical resolution methods, give a brief history and overview of Conscience Theory, and then show through case example how using Conscience Theory may allow a richer examination of the most poignant and troubling dilemmas physicians face.
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    An Encyclopedia of Conscience: Introduction
    (IU Conscience Project, 2021) Galvin, Matthew R.; Gaffney, Margaret M.
    Since 2001, our Conscience Project meetings have regularly included lively discussions and applications of the conceptual framework of conscience theory - stages, domains and bedrock/intrinsic values – to the ideas we are studying in ethics, neuroscience, education, philosophy, psychology and theology. Early on, Dr. Barbara Stilwell compiled an alphabetical list of authors who may or may not have been explicit about conscience, but who deeply influenced our theory of conscience as it evolved, and recently, we have begun to apply the same conscience-sensitive approaches to character/author analyses in the histories, biographies, and other literature, fact and fiction, we are reading. We are excited to see how these unique conscience-sensitive approaches can enrich our own writing and teaching in humanistic medicine, general humanities, and specifically, moral education. The brief entries in this Encyclopedia of Conscience are not meant to be full biographies, but rather to provide an imaginative sketch of the form and function of each subject’s conscience. We welcome ideas and additions.
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    Erratum to: Benchmarks for ethically credible partnerships between industry and academic health centers: beyond disclosure of financial conflicts of interest.
    (Springer, 2016) Meslin, Eric M.; Rager, Joshua B.; Schwartz, Peter H.; Quaid, Kimberly A.; Gaffney, Margaret M.; Duke, Jon; Tierney, William M.; Department of Philosophy, IU School of Liberal Arts