ࡱ> kj:'(x / 0LDTimes New Romanxtׯ0t@ .  @n?" dd@  @@``       s AA1?@pg46d6d{ׯ0\p@ pp ʚ;q246ʚ;<4!d!dS0<4ddddS0<4BdBdS06g48d8dĂׯ0pp ~0___PPT10 >___PPT9 / 0z? 5O =&Virtue and lifeworlds RAristotle s warrior prince courage, generosity, magnificence, high mindedness, gentleness, friendliness, truthfulness, wittiness, wisdom Christian monk faith, hope, charity, chastity, piety, humility, obedience Confucian family subject humanity, propriety, filial piety, broadmindedness, dignity nZ<ZZ<ZZn<<'The world of the marketfThe competitive individualist Disciplined, hard working, entrepreneurial, organized, driven to succeed&II!The Caring CommunityHumans are essentially social creatures. Doing the right thing means creating and sustaining caring communities. Care is a basic human capacity to recognize and respond to the needs of others. Care begins at home and extends to distant others. q "Empathy and CareEmpathy is basic human capacity Must be developed through past care caring interactions with others Commitment to be a caring person6:*!:*!$Care as Virtue'Care as foundational virtue Disposition to be good friend, family member and citizen of caring community Care is a disposition to respond to others by Not inflicting harm Alleviating suffering Cultivating caring communities Requires the cultivation of empathy and its extension to distant othersjM.IHM.IH#Central features of care]Moral attention attention to the facts Sympathetic understanding awareness of what the other would want you to do, and of what would be best for the other. Relationship awareness awareness of existing relationships, of need to create and sustain community Accommodation and harmony Balancing interests and preserving harmony in so far as you can. ZZZ\ZZMZZCZ\M  C!Failures of EmpathykDeliberate blunting of feeling of empathy: e.g. blaming the victim Here and now bias Empathic over-arousal  Failure to Develop Empathyx can be destroyed by power-assertive childrearing, diminished by cultural valuing of competition over helping others, and overwhelmed by egoistic motives& nonnurturant, excessively power-assertive life experiences may well produce individuals who cannot empathize. (M. Hoffman, Empathy and Moral Development 281-2) &=Z ,  "!Responding to Failures of Empathy""(In oneself: Call up feeling of empathy e.g. by imagination In Society and family Share care work Sensitive childrearing Emphasize helping over competition Limit  power-assertive life experiences  ZZZZJZ)Z  J ) T Care and Justice voices : Moral reasoningCare: moral development as emotional maturity. Justice: moral development as cognitive. Care: moral reasoning is contextual. Justice: moral reasoning is finding the right principles to apply to each case. * Care voice : personsThe caring community Embedded persons Particular social context Some relationships are given. Connected selves Self-understanding in terms of relations with others.L&86&860 Justice voice : personsThe world of the market Autonomous individuals Capable of self-definition in all social contexts. Relationships are contractual. Separate/Objective Self Self-understanding in terms of individual characteristics and desires. L/RH/RH!Care and other Moral Perspectives`Different perspectives reveal different aspects. Care as practice and care as moral perspective $ What to do?Direct your moral attention to others. Be open to sympathetic understanding. Be aware of the need to sustain and preserve networks of care. Try to preserve harmony. Short cut: What would my ideal caring self do? %Feminism and CareTaking the experiences of women and girls seriously. Autonomy and its limits Who is doing  care work? In the household Domestic work Emotional work In the larger society Who loses when care work is limited in these ways?bh3h3 /qrst z  0` ̙33` 3` 3333f` 999MMM` f` f3` 3>?" dd@,|?" dd@   " @ `"  n?" dd@   @@``PR    @ ` ` p>> D(     `gֳgֳ ?pP   @*    ` gֳgֳ ?p    B*    `gֳgֳ ?p0    B*   Zgֳgֳ ?D  T Click to edit Master title style! !:  T|gֳgֳ ?D  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     SH  0޽h? ? a( Default Designb0 Pr(    TxNN ?    z*  c11cc  TNN ?   |*  c11cc  ZNN ? x   z*  c11cc  ZNN ? x  |*  c11cc:  Td}d} ?L)  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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